Understanding Navajo Museum by Lee Higgins

Prepared by The

for

UA College of Architecture

the Navajo Code Talkers Association

understanding

Research + Programming October 9th, 2015

Understanding Students: Ryan Baxter Greg Chatfield Connor Chelwick Nick Depratti

Luca Dâ&#x20AC;&#x2122;ippolito Nikki Hall Lee Higgins Eduardo Lopez

Kelly McCann Taylor Parrott Kylle Roehm Amanda Schwarz

Instructor: Brad Lang, AIA

This document has been prepared for the Navajo Code Talkers Association by students at the University of Arizona in the College of Architecture, Planning, and Landscape Architecture as part of a larger document to be presented to the Navajo Code Talkers Association at the end of the Fall 2015 Semester.

Table of Contents Client 04 History + Culture

28-63

Site Research

64-105

Program 106-133 Appendix 134-148

Client History + Culture

UNDERSTANDING

client The Navajo Code Talkers were a group of Navajo men that helped to fight in the Pacific battles of World War II through radio communication and the use of a top-secret code. The purpose of this section of the document is to describe the group for which the Museum and Veterans Center will be honoring.

Site Research

The section will begin by describing the conditions in which many of the Navajo Code Talkers were brought to speak English, the government boarding schools. Many stories from the code talkers describe the many negative aspects of these boarding schools. These include but are not limited to: mandatory haircuts, forced use of the English language, limited food, bullying, and unnecessary punishment from teachers. Next, a broad overview of WWII and the code talkers involvement is provided for historical context. Following the overview, a summary of President George W. Bush’s medal recognition and subsequent speech is given for review. A profile has been compiled for each Navajo Code Talker that has a “Real Code Talker Interview” on the official Navajo Code Talker website. These profiles include significant quotes and information on each of those code talkers.

Program

Finally, the section ends with an overview of our meetings with the client on September 4th, 2015. This meeting gave us an opportunity to hear directly from the stakeholders about the interests and desires for the Navajo Code Talkers Museum and Veterans Center.

In the 1930s, Navajo children were sent to boarding school where they were forced to cut their hair, prohibited from speaking their own language, and bullied by teachers and students. At our first meeting with the Navajo Code Talkers Association, Mr. Perry “Gunny” James described his experience growing up. His experience seems to be very similar to many of the Code Talkers’ early lives. He described the moment he was first forced to get a haircut. When he tried to resist, the “government agent” held him down forcefully. Similarly, Chester Nez describes in his memoir: “On my first day at school, I lined up with the other boys. Tears streamed down many faces. The first order of business: a mandatory haircut” (2.01.10).

Client

UNDERSTANDING

growing up navajo in the 1930’s Photo [2.01.b) Fort Wingate, New Mexico, 1942: The first Navajo Code Talkers are sworn into service with the United States Marine Corps.

History + Culture

In Doris Paul’s The Navajo Code Talkers she discusses how a “tremendous emphasis was placed on the necessity of the Indian child’s acquiring at least a ‘speaking acquaintance’ with the English language. Students were forbidden to speak their native tongue at all in some classrooms” (2.01.01). While the Navajo children were not living in the best conditions, Chester Nez remarks that the amenities alone were better than what he was used to on the Navajo Reservation. However, the children were not fed well, which was different from home. Upon coming home from school, “one look at our skinny

navajo enlistment frames and sunken cheeks told our brother and the rest of our family that we weren’t getting enough to eat” (2.01.08). Nez described his school as a “government school for Navajo children, one designed to rid them of the ‘burden’ of their culture and traditions” (2.01.09). The Navajo children were forced to speak in English, and frequently punished and bullied for their culture. It is interesting, however, how important this experience was in leading them to the Navajo Code Talkers. If these young men had not been forced to learn English, the US Marine Corps would not have accepted them. At the same time, if they did not hold firmly onto their own language (as the government schools tried to make them forget, they could not have formed the Navajo Code. 6

Program

Photo [2.01.c) Navajo Code Talkers training at camp Elliott, north of San Diego.

Site Research

Photo [2.01.a) Navajo children at a boarding school in New Mexico.

The Navajo involvement in World War II (WWII) first materialized on June 3, 1940 when the Navajo Tribal Council unanimously passed a resolution to support the American war effort (2.01.01). The resolution states in part:

Photo [2.01.d) Left Image -Operating a field radio with a Marine artillery regiment somewhere in the South pacific, is Corporal Lloyd Oliver. Cpl Oliver is also a sniper and a highly regarded scout.

Photo [2.01.g) Navajo Code Talker Pfc. Cecil G. Trosip operates a communication system on Saipan, July 1944. U.S. Marine Corps.

Photo [2.01.e) Right Image -Code Talkers’ Manuel - a page from the classified manuel adopted by the U.S. Marine Corps. Shows some confidential material that was used for the Navajo code.

As the War in the Pacific grew more prolific, the United States needed a method of communication that the Japanese enemies could not decode. Philip Johnston, an engineer from Los Angeles, recommended the marines create a coded system based on Navajo words and phrases because of the limited number of people that could speak Navajo (2.01.03). Not only did few people know the language, but only the people that memorized the code could decipher it and translate it back into English. This code was so successful that the operation was classified as top secret in order for the military to continue to use it. The code was also used successfully in the Korean War and the Vietnam War before becoming unclassified in 1968.

History + Culture

Pfc. Samuel Sandoval, a Navajo Code Talker, relaxes underneath a Tori Gate in a former Japanese park and surveys the ruins of Okinawa.

Site Research

It is important to recognize this support from the Navajo nation towards the country that had taken away much of their land, rights, and freedoms. However, as is evident from the accounts of the Navajo Code Talkers, America is and was their country; a country for which the brave Navajo men that enlisted were eager to defend. For many of the Navajo people, WWII really began on December 7, 1941 with the Pearl Harbor attack. Each of the Navajo Code Talkers recall the surprise attack from the Japanese as the day that each of their own lives changed. It was at this point in time that many young Navajo men went to their local marine recruiting office and joined the US Marine Corps.

Photo [2.01.f)

Program

“Now, therefore, we resolve that the Navajo Indians stand ready as they did in 1918, to aid and defend our Government and its institutions against all subversive and armed conflict and pledge our loyalty to the system which recognizes minority rights and a way of life that has placed us among the greatest people of our race.” (2.01.02)

Client

UNDERSTANDING

WWII + The code talkers

According to the Navajo Nation Government, the code talkers assisted in each battle that occurred in the Pacific from 1942 to 1945. Some of the most renowned battles included Guadalcanal, Tarawa, Peleliu, and Iwa Jima (02.01.05). The code consisted of a dictionary of Navajo words that represented military terms, all of which had to be internalized by each code talker. According to the Navajo Nation Government, Navajo soldiers “could encode, transmit, and decode a three-line English message in 20 seconds. Machines of the time required 30 minutes to perform the same job” (02.01.06).

Photo (2.01.j)

Chester Nez described how the code talkers were “recruited for our fluency in both Navajo and English, we’d been locked in a room after basic training and told to develop a secret military language using our native Navajo. Now each man was determined that the code would guarantee an American victory over the Japanese in the South Pacific” (02.01.07). The “Original 29” Navajo Code Talkers worked hard to develop the code secretly, quickly and efficiently. While the original code talkers are most often referenced as the “29,” in his memoir, Chester Nez proclaims that the group was joined by three additional Navajo marines that he says were just as crucial in the creation of the code (02.01.07).

History + Culture

The remaining 28 of the Original 29 after WWII

Once the code was developed, the Navajo marines that were chosen to be code talkers, had to work to memorize the code. Enroute to their first landing in the Pacific, Nez explains how “all of us were fluent, yet we all continued to practice. We could afford no doubts, no hesitation. Accuracy and speed were a matter of life and death” (02.01.08). The ability for the US to communicate in code during the Pacific WWII battles was a key factor in the country’s success. The Navajo Code Talkers proved to be dedicated soldiers and efficient communicators, and without their language and culture, there is no telling how the war might have progressed.

Code Talkers gathered around Lt. Col. James G. Smith

Two Navajo Code Talkers operating in the jungle, Dec. 1943

The Original 29 of the Navajo Code Talkers of WWII.

the original 29 Charlie Sosie Begay Roy Begay Samuel H. Begay John Ashi Benally Wilsie H. Bitsie Cosey Stanley Brown John Brown, Jr. John Chee

Site Research

Photo [2.01.i)

Photo [2.01.k)

Benjamin Cleveland Eugene R. Crawford David Curley Lowell Smith Damon George H. Dennison James Dixon Carl Nelson Gorman Oscar B. Ilthma

Allen Dale June Alfred Leonard James Manuelito, Sr. William McCabe Chester Nez Jack Nez Lloyd Oliver Frank Danny Pete

Balmer Slowtalker Nelson S. Thompson Harry Tsosie John W. Willie, Jr. William Yazzie

Program

Photo [2.01.h)

Client

UNDERSTANDING

The navajo code talkers

KIA

King, Jimmie Kelly Sr. Kinlahcheeny, Paul Kinsel, John, Sr. Kirk, George H. Sr. Kirk, Leo Kiyaani, Mike Kontz, Rex T. Lapahie, Harrison Sr. Largo, James Leonard, Alfred Leroy, George Leuppe, Edward Little, Keith M. Lopez, Tommy MacDonald, Peter Malone, Max Malone, Rex Malone, Robert Maloney, James Maloney, Paul E. Manuelito, Ben Charlie Manuelito, James Sr. Manuelito, Johnny R. Manuelito, Peter R. Manuellto, Ira Marianito, Frank Mark, Robert Martin, Matthew Martinez, Jose McCabe, William McCraith, Archibald Mike, King Paul Miles, General Moffitt, Tom Clah Morgan, Herbert Morgan, Jack C. Morgan, Ralph Morgan, Sam Morris, Joe Moss, George Alfred Multine, Oscar P. Murphy, Calvin H. Nagurski, Alolph N. Nahkai, James T. Jr. Nakaidinae, Peter Napa, Martin Naswood, Johnson Negale, Harding

Newman, Alfred K. Sr. Nez, Arthur Nez, Chester Nez, Freeland Nez, Howard H. Sr. Nez, Isreal Hosteen Nez, Jack Nez, Sidney Notah, Ray Notah, Roy Notah, Willie A. Odell, Billy Oliver, Lloyd Oliver, Willard V. Otero, Tom Paddock, Layton Sr. Pahe, Robert D. Parrish, Paul A. Patrick, Amos Roy Patterson, David E. Peaches, Alfred James Peshiakai, Sam Pete, Frank Danny Petterson, Joe Sr. Pinto, Guy Pinto, John Platero, Richard Preston, Jimmie Price, Joe Frederick Price, Wilson H. Reed, Sam Roanhorse, Harry C. Sage, Andy Sage, Denny Salabiye, Jerry E. Sr. Sandoval, Merril L. Sandoval, Peter P. Sandoval, Samuel Sandoval, Thomas Scott, John Sells, John C. Shields, Freddie Shorty, Dooley Shorty, Robert T. Silversmith, Joe A. Silversmith, Sammy Singer, Oscar Jones Singer, Richard

Singer, Tom Skeet, Wilson C. Slinky, Richard T. Slivers, Albert James Slowtalker, Balmer Smiley, Arcenio Smith, Albert Smith, Enock Smith, George Smith, Raymond R. Smith, Samuel Jesse Sr. Soce, George Bill Sorrell, Benjamin G. Sr Spencer, Harry Tabaha, Johnie Sr. Tah, Alfred Tah, Edward Talley, John Tallsalt, Bert Thomas, Edward Thomas, Richard Sr. Thompson, Clare M. Sr Thompson, Everett M. Thompson, Francis T. Thompson, Frank T. Thompson, Nelson S. Todacheene, Carl L. Todacheenie, Frank Tohe, Benson Toledo, Bill Henry Toledo, Curtis Toledo, Frank Toledo, Preston Towne, Joseph H. Towne, Zane Tracy, Peter Tso, Chester H. Tso, Howard Tso, Paul Edward Tso, Samuel Tsosie, Alfred Tsosie, Cecil Gorman Tsosie, Collins D. Tsosie, David W. Tsosie, Harry Tsosie, Howard Tsosie, Kenneth Tsosie, Samuel Sr.

Tsosie, Woody B. Upshaw, John Upshaw, William R. Vandever, Joe Sr. Visalia, Buster Wagner, Oliver Walley, Robert Werito, John Whitman, Lyman J. Willeto, Frank Jr. Willetto, Frankie Chee Willie, John W. Jr. Williams, Alex Williams, Kenneth Willie, George Boyd Wilson, William Dean Woodty, Clarence Bahi Yazhe, Harrison A. Yazza, Peter Yazza, Vincent Yazzie, Charley Yazzie, Daniel Yazzie, Eddie Melvin Yazzie, Edison Kee Yazzie, Felix Yazzie, Francis Yazzie, Frank Harold Yazzie, Harding Yazzie, Harrison A. Yazzie, Joe Shorty Yazzie, John Yazzie, Justine D. Yazzie, Lemuel Bahe Yazzie, Ned Yazzie, Pane D. Yazzie, Peter Yazzie, Raphael D. Yazzie, Robert H. Yazzie, Sam Yazzie, William Yazzle, Clifton Yellowhair, Leon Yellowhair, Stanley Yellowman, Howard T. Yoe, George Zah, Henry

Original 29

Client

Guy, Charles Harding, Ben Williams Harding, Jack W. Hardy, Tom Harrison, Emmett Haskie, Ross Hawthorne, Roy Haycock, Bud Hemstreet, Leslie Henry, Albert Henry, Edmund J. Sr. Henry, Kent Carl Hickman, Dean J. Holiday, Calvin Holiday, Samuel T. Housewood, Johnson Housteen, Dennle Howard, Ambrose Hubbard, Arthur Jose Hudson, Lewey Hunter, Tom Ilthma, Oscar B. Jake, H. James, Benjamin James, Billy James, George B. Jenson, Nevy Johle, Elliott John, Charlie T. John, Leroy Johnny, Earl Johnson, Deswood R. Johnson, Francis T. Johnson, Johnnie Johnson, Peter-WIA Johnson, Ralph Jones, Jack Jones, Tom H. Jordan, David Jose, Teddy June, Allen Dale June, Floyd Kearns, Percy Keedah, Wilson Kellwood, Joe H. Kescoli, Alonzo Ketchum, Bahe Kien, William

History + Culture

Cleveland, Benjamin Cleveland, Billie Cleveland, Ned Cody, Leslie Cohoe, James Charles Craig, Bob Etsitty Crawford, Eugene R. Crawford, Karl Kee Cronemeyer, Walter Crosby, Billy Curley, David Curley, Rueben Dale, Ray Damon, Anson C. Damon, Lowell Smith Davis, Tully Deel, Martin Dale Dehiya, Dan Dennison, George H. Dennison, Leo Dixon, James Dodge, Jerome Cody Dooley, Richard Doolie, John Doolie, Richardson Draper, Nelson Draper, Teddy Sr. Etsicitty, Kee Etsitty, Deswood Evans, Harold Foghorn, Ray Foster, Harold V. Fowler, King Francisco, Jimmy Freeman, Edwin Gatewood, Joseph P. George, William Gishal, Milton M. Gleason, Jimmie Goldtooth, Emmett Goodluck, John V. Gorman, Carl Nelson Gorman, Tom Gray, Harvey Grayson, Bill Lewis Greymountain, Yazzie Guerito, Billy Lewis Gustine, Tully

Site Research

Benally, Johnson D. Benally, Samuel Bennallie, Jimmie D. Benton, Willie Sr. Bernard, John Betone, Lloyd Bia, Andrew Billey, Wilfred E. Billie, Ben Billiman, Howard Jr. Billison, Samuel Billy, Sam Jones Bitse, Peter John Bitsie, Wilsie H. Bitsoi, Delford E. Bizard, Jesse J. Black, Jesse Blatchford, Paul H. Bluehorse, David Bowman, John Henry Bowman, Robert Brown, Arthur C. Brown, Clarence Paul Brown, Cosey Stanley Brown, John Jr. Brown, N.A. Brown, Tsosie Herman Brown, William Tully Buck, Wilford Burke, Bobby Burnie, Jose Jr. Burnside, Francis A. Burr, Sandy Cadman, William Calleditto, Andrew Carroll, Oscar Tsosie Cattle Chaser, Dennis Cayedito, Del Cayedito, Ralph Charley, Carson Bahe Charlie, Sam Sr. Chase, Frederick Chavez, George Sr. Chee, Guy Claus Chee, John Clah, Stewart Clark, Jimmie Claw, Thomas

Program

Akee, Don Alfred, Johnnie Allen, Perry Anderson, Edward B. Anthony, Franklin A. Apache, Jimmie Arviso, Bennie Ashley, Regis Attikai, Harold Augustine, John Ayze, Lewis F. Bahe, Henry Jr. Bahe, Woody Baldwin, Benjamin C. Barber, William Beard, Harold Becenti, Ned D. Becenti, Roy Lewis Bedoni, Sidney Begay, Carlos Begay, Charlie Sosie Begay, Charlie Y. Begay, E. Begay, George K. Begay, Henry Begay, Jerry C. Sr. Begay, Jimmie M. Begay, Joe N. Begay, Lee Begay, Leo Begay, Leonard Begay, Notah Begay, Paul Begay, Roy Begay, Samuel H. Begay, Thomas H. Begay, Walter Begay, Willie Keskoli Begay, Wilson J. Begaye, Fleming D. Sr. Begody, David M. Begody, Roger Belinda, Wilmer Belone, Harry Sr. Benally, Harrison Lee Benally, Harry Benally, Jimmie L. Benally, John Ashi

UNDERSTANDING

remembering the code talkers

Client

On December 21, 2000, President Bill Clinton granted Congressional Gold Medals to the original 29 codes talkers and Congressional Silver Medals to the additional 300 Navajo code talkers that also contributed during WWII (02.01.04). On July 26, 2001, President George W. Bush presented four of the Gold Medals to the original Navajo Code Talkers, and the 24 remaining medals to the family members of the deceased Navajo Code Talkers.

UNDERSTANDING

recognition of the code talkers

“Gentlemen, your service inspires the respect and admiration of all Americans, and our gratitude is expressed for all time in the medals it is now my honor to present.” - President Bush (2.01.04)

The gentlemen with us, John Brown, Chester Nez, Lloyd Oliver, Allen Dale June and Joe Palmer, represented by his son Kermit, are the last of the original Navajo Code Talkers. In presenting gold medals to each of them, the Congress recognizes their individual service, bravely offered and flawlessly performed. With silver medals, we also honor the dozens more who served later, with the same courage and distinction. And with all these honors, America pays tribute to the tradition and community that produced such men, the great Navajo Nation. The paintings in this rotunda tell of America and its rise as a nation. Among them are images of the first Europeans to reach the coast, and the first explorer to come upon the Mississippi.

History + Culture

Honoring the navajo code talkers - george w. bush Photo [2.01.m) President George W. Bush awarding Congressional Medals of Honor to the Navajo Code Talkers.

Today we mark a moment of shared history and shared victory. We recall a story that all Americans can celebrate, and every American should know. It is a story of ancient people, called to serve in a modern war. It is a story of one unbreakable oral code of the Second World War, messages traveling by field radio on Iwo Jima in the very language heard across the Colorado plateau centuries ago.

Photo [2.01.l) Code Talker Medal of Honor

Photo [2.01.n) President Bush presenting the Congressional Medal of Honor to John Brown July 26, 2001.

The chief historian for the US Marine Corps, Chuck Melson, spoke about the award ceremony and how the Navajo Code Talkers had never before been recognized individually by the US government. He states that “they really weren’t given any special recognition” and “most of them I don’t think wanted special recognition, other than that they had done their duty and they had survived, because there were a lot of people that they knew who did not survive” (02.02.04). In addition, Melson gives a reminder that “it wasn’t until 1968 that it was declassified, that they were allowed to talk about it as other than a state secret. So I think that gave them an added burden that maybe their compatriots didn’t carry with them” (02.02.04).

Program

Regardless of circumstances, regardless of history, they came forward to serve America. The Navajo code itself provides a part of the reason. Late in his life, Albert Smith explained, the code word for America was, “Our Mother.” Our Mother stood for freedom, our religion, our ways of life, and that’s why we went in. The Code Talkers joined 44,000 Native Americans who wore the uniform in World War II. More than 12,000 Native Americans fought in World War I. Thousands more served in Korea, Vietnam and serve to this very day.

Site Research

Above all, it’s a story of young Navajos who brought honor to their nation and victory to their country. Some of the Code Talkers were very young, like Albert Smith, who joined the Marines at 15. In order to enlist, he said, I had to advance my age a little bit. At least one code talker was over-age, so he claimed to be younger in order to serve. On active duty, their value was so great, and their order so sensitive, that they were closely guarded. By war’s end, some 400 Navajos had served as Code Talkers. Thirteen were killed in action, and their names, too, are on today’s roll of honor.

After the war, the Code Talkers quietly returned to the Navajo Nation and never spoke of the challenges they were able to overcome until the late 1960s, when the code was declassified. Before then they were told to keep the code and their efforts a secret at all costs. Although the men were recognized by the Navajo people through the dedicated celebration of parades, newspaper articles, and books, there was a lack of recognition by Congress itself. With this desire and right to be recognized for all of their accomplishments the remaining Code Talkers formed The Navajo Code Talkers Association (2.01.11).

Photo [2.01.p) Guy Clauschee and several other Navajo Code Talkers wave at passerby during a parade honoring their achievements.

With strong influence from the association, the Navajo Code Talkers were finally recognized in 1982 by President Ronald Reagan. In 2001, the First 29 were given the Congressional Gold Medal by President George W. Bush (2.01.11).

Photo [2.01.o) Navajo Code Talker Samuel Holiday leads the parade with Gunnery Sgt. P.J. James and Larry Anderson. The annual parade honors the achievements of the Navajo Code Talkers during World War II.

Photo [2.01.q) Roy Hawthorne is flanked by two young Marines during the annual Navajo Code Talker Day parade in Window Rock.

national navajo code talkers day National Navajo Code Talkers Day was established on August 14, 1982, by President Ronald Reagan. Today the significant day is highly celebrated in Window Rock, Arizona, where many gather to recognize the men who fought bravely as Navajo Code Talkers (2.01.13).

Site Research

History + Culture

Efforts of the Navajo Code Talkers Association are now put towards establishing a Museum and Veterans Center in their name. With time quickly passing by, it is important now more than ever that their stories are preserved for the historical significance they posses. (2.01.12).

On December 21, 2000, President Bill Clinton granted Congressional Gold Medals to the original 29 codes talkers and Congressional Silver Medals to the additional 300 Navajo code talkers that also contributed during WWII (02.02.04). On July 26, 2001, President George W. Bush presented four of the Gold Medals to the original Navajo Code Talkers, and the 24 remaining medals to the family members of the deceased Navajo Code Talkers.

Client

UNDERSTANDING

The navajo code talkers association

Several political figures have attended the festivities of National Navajo Code Talker Day in Window Rock, including John McCain who stated, â&#x20AC;&#x153;Today we celebrate their remarkable sacrifice, but today is also a day of reflection. The truth is, our time with these heroes grows shorter every year,â&#x20AC;? (2.01.13).

Program

August 14th was a significant day in which the Japanese finally surrendered to the Allies during the second world war. It was only with the Code Talkers that the war was able to end when it did (2.01.13).

Client

“The jewelry worn symbolizes the warrior, the red hat is for the Marines, and the tan pants are for the soil.” - John Kinsel (2.01.16)

History + Culture

“The smartest people in the world, the Japanese, they couldn’t break that code. We fooled everybody I guess.” - Kee Etsicitty (2.01.16)

UNDERSTANDING

code talker profiles

(1923 - July 21, 2015)

(1921 - Present)

Etsicitty lived in the community of Chi Chil Tah, located approximately 25-miles south of Gallup, New Mexico (2.01.23).

John Kinsel was born and raised on the Navajo Nation in Lukachukai, Arizona. During his last months of high school, in 1942, the Japanese attacked Pearl Harbor (2.01.22).

From 1943 to 1945, Etsicitty served in the South Pacific as a Navajo Code Talker for a period of two years, two months and two days. He saw combat in the Battles of Guadalcanal, Bougainville, Guam, Saipan, and Iwo Jima (2.01.23). He was a member of the second group of Navajo Code Talkers after the first 29, the all-Navajo Platoon 297. The 60 troops of Platoon 297 were trained at Camp Pendleton before getting shipped off to war.

After he graduated, John enlisted in the U.S. Marines. During his time in World War II from 1942-1945, he was a Navajo Code Talker in the 3rd Marine Division with about 30 other Code Talkers in the South Pacific. Before they were stationed in the South Pacific they were told to create 200 words to add to the existing 211 words that were created by the Original 29 (2.01.16).

Etsicitty worked for the Navajo Nation School Board and oversaw 67 tribal schools alongside former vice chairman Ed T. Begay, a term of service he was very proud of (2.01.23).

One of the code words Kinsel created was for the word route and he used the Navajo word for Rabbit to disguise the actual word from the Japanese. No one was able to crack the code, not the Japanese, and not even the Navajo Nation. John Kinsel explained that no one knew what their assignment was during his service. The project was declassified in 1968 (2.01.22).

Site Research

john kinsel

Photo [2.01.v) Navajo Code Talker, John Kinsel, a veteran of WWII as a US Marine.

Program

kee Etsicitty

Photo [2.01.w) Navajo Code Talker, Kee Etsicitty, a veteran of WWII as a US Marine.

Client History + Culture

“There are only 19 that we are aware of that are still alive. 430 of us served, and I know we all have a story to tell.” - Peter MacDonald (2.01.17)

UNDERSTANDING

“It’s just like a football game, you’re on a team, you’ve got your first game and you wonder what’s going to happen to you, you wonder how you’re gonna do. You just want to survive.” - Keith Little (2.01.16)

(March 4, 1925 - January 3, 2012)

(May of 1928 - Present)

Keith Little was born in Tonalea, Arizona. Little was always determined to go to school as young boy and ran away to Tuba City to attend a boarding school (2.01.18).

Peter MacDonald grew up in the Teec Nos Pos, Four corners area. He went to boarding school in Shiprock, New Mexico and dropped out in the 6th grade because of the poor treatment he and other Navajo children experienced. He was originally raised among traditional sheepherders and trained as a medicine man for one year (2.01.20).

He was determined to contribute to the war effort when he learned about the attack on Pearl Harbor. However, he was only fifteen when the attack happened and would have to wait two years to enlist. A stranger signed for him to become a Marine, and Little signed up for the code talker program. He fought in numerous engagements of WWII, including battles in the Marshall Islands, Sai Pan, and Iwo Jima. Little dedicated his life after the war to helping young Navajos embrace their culture. He always wanted to try to do things for the children and for the preservation of the Navajo language (2.01.18).

Site Research

peter macdonald

Photo [2.01.t) Navajo Code Talker and current president of the NCTA, Peter MacDonald, a veteran of WWII as a US Marine.

After he enlisted the war ended soon after his training was complete and he was deployed in post-war China to guard surrendered Japanese officers (2.01.20). After the war, MacDonald earned an electrical engineering degree at the University of Oklahoma. He was first elected Navajo Tribal Chairman in 1970. MacDonald served as Navajo Nation Tribal Chairman for four terms between the years 1970 to 1986 (2.01.20).

Program

keith little

Photo [2.01.r) Navajo Code Talker and former NCTA president, Keith Little, a veteran of WWII as a US Marine.

(1924 - Present)

Chester Nez was born in Chi Chil Tah, New Mexico. As a young boy he was forced to attend a series of Bureau of Indian Affairs boarding schools. Assimilation into white society was the goal of such schools, and he was thus assigned to the name of Chester, after President Chester A. Arthur (2.01.26).

Bill Toledo was born in Laguna, New Mexico. When it was time to start elementary school, he was sent to a federal boarding school where he was not allowed to write or speak Navajo (2.01.19).

In 1942, when Mr. Nez was a high school student, a Marine Corps recruiter visited his school. The Marines were looking for young men who were bilingual in English and Navajo so he was enlisted in May. After boot camp in California, he and the initial Navajo cohort were sent to Camp Elliott, in San Diego, and told to come up with a code based on Navajo language (2.01.25). After serving stateside in the Korean War, Mr. Nez worked for many years as a painter and muralist at what is now the Veterans Affairs hospital in Albuquerque. His survivors include two sons, Michael and Tyah; nine grandchildren; and 11 great-grandchildren (2.01.25).

Client History + Culture

(January 23, 1921 - June 4, 2014)

Toledo joined the Marines in October of 1942 after a Marine visited his school. He became one of 400 Navajo Code Talkers. He served in many engagements including the Battle of Bougainville in the British Solomon Islands, and the battles for Guam and Iwo Jima. A fellow Marine thought Toledo was a Japanese spy who had infiltrated the military. The other Marine threatened to kill Toledo and took him to the squad leader who clarified that Toledo was indeed a U.S. Marine. After that incident, Toledo was assigned a bodyguard (2.01.19).

Site Research

bill toledo

Photo [2.01.s) Navajo Code Talker, Bill Toledo, a veteran of WWII as a US Marine.

Program

chester nez

Photo [2.01.y) Navajo Code Talker and one of the Original 29, Chester Nez, a veteran of WWII as a US Marine.

UNDERSTANDING

“It was my country that was attacked by the Japanese, I had no choice. I had to join the marines, I had to be a warrior.” - Chester Nez (2.01.16)

“The reason I joined the Marines, is that we heard the Japanese were breaking all the code that was being used against them, so the Marines decided to use Navajo language as the code.” - Bill Toledo (2.01.16)

Client History + Culture

UNDERSTANDING

“In the treaty of 1868 they said the Navajo will no longer have the right to bear arms, and then they handed us a rifle.” - Samuel Tso (2.01.16)

“Don’t kill the bird, he will help you. The bird knows what’s going on in the future, but we don’t know, we just keep fighting. If you are in the war you just have to believe.” - Joe Vandever (2.01.16)

joe vandever

Photo [2.01.x) Navajo Code Talker, Joe Vandever, a veteran of WWII as a US Marine.

(June 22, 1922 - May 9, 2012)

(1923 - Present)

Samuel Tso was born in Black Mountain, Arizona. When Tso ran away from home he was only nineteen years old trying to survive on his own. Military recruiters later gave him a choice, he could be unemployed, or he could register for the draft. So he registered and a month later, he was drafted. into the Marines (2.01.21).

Joe Vandever was born west of Grants, New Mexico. Joe Vandever was 18 when he joined the Marines in 1943. Less than a year later, he was thrown into some of the fiercest fighting of the war as part of the island hopping campaign in the Pacific. Vandever, a medicine man, said prayers and went through blessing rituals before going overseas. In the field, he built sweat lodges and sat in them frequently, another part of Navajo ritual. He returned home without a scratch (2.01.24).

He served in the USMC 5th Marine Division. He signed on with the Recon Company and was sent to the Pacific Theater. He served in Guadalcanal, Bougainville, Pelelui, Guam, and Okinawa (2.01.21). After his March 1946 discharge, Tso continued his education earning a Bachelor of Arts in Education from Utah State University. Samuel Tso was also a leader in the Navajo Code Talkers Association and the Navajo Code Talkers Foundation (2.01.21).

Site Research

samuel tso

Photo [2.01.u) Navajo Code Talker, Samuel Tso, a veteran of WWII as a US Marine.

Vandever, like some 375 to 420 trained Code Talkers, demonstrated skill and courage that saved both American lives and military engagements in World War II. After six months of training he was sent to the Pacific theatre where he did duty in Guadalcanal, Guam, Okinawa, Marianas Islands, and other locales (2.01.24).

Program

Returning to his birthplace after the war, he worked for an oil company and as a uranium prospector until 1967 (2.01.24).

Alfred James Peach and his wife posing for photograph.

Little was among the most vocal of the remaining Code Talkers, always preaching about the preservation of the Navajo traditions, culture and the language that the federal government tried to eradicate before he and others were called on to use it during the war. Little traveled the country advocating for a museum near Window Rock that would house World War II memorabilia, tell the stories of his colleagues, and serve as a haven for veterans (2.01.14).

A museum that:

Keith Little envisioned a place that would house the stories of the Navajo Code Talkers and where people could learn more about the famed World War II group who used their native language as a weapon (2.01.14).

the Vision •

Provides clear and consistent communication of the history and language of the Navajo Code Talkers.

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Tells the story of the role of the Navajo Code Talkers in the successful outcome of WWII.

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Presents the development and deployment of the once-secret Navajo voice code used by the U.S. Marine Corps. in the Pacific theatre.

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Provides a forum for preserving the Navajo language and culture.

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Builds character and pride as well as a sense of renewal and solace for all who visit and participate in its program. (2.01.15)

A veterans center that:

Photo [2.01.z) Navajo Code Talker veterans sitting near the scenic view of Monument Valley.

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Provides a place for veterans of armed services to meet and visit one another in an inviting and comforting atmosphere.

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Provides a wide range of integrated services and resources for veterans of armed services and their families.

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Provides opportunities and supports veterans to enhance their spiritual, emotional, financial and social well-being.

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Honors, respects, and celebrates their service. (2.01.15)

Client History + Culture

Photo [2.01.ab)

Navajo Code Talker Wilfred E. Billey gazing out window.

Site Research

Photo [2.01.aa)

As the driving force of the National Navajo Code Talkers Museum & Veterans Center project, a national treasure – Keith Little’s vision continues to carry the Foundation forward. His valor, and that of all of the Navajo Code Talkers will be forever honored through the completion of the Museum & Veterans Center (2.01.14).

Program

“Preserve and pass on the legacy and language of the Navajo Code Talkers while educating the Public and Providing a place of refuge, renewal and healing for all veterans, military personnel and their families.” - Mission Statement (2.01.15)

UNDERSTANDING

national navajo code talkers museum + veterans center

Client

The DinĂ&#x2030; and their HistorY UNDERSTANDING

Navajo culture is an incredibly diverse and rich subject encompassing centuries of tradition. Navajo history begins with their origin story of the first people ascending through three worlds and finally emerging into this one, The Glittering World. The Navajo people then eventually settled in the American southwest, specifically the four corners region. The critical events that followed only further shaped and molded the culture into what it is today: a strong, independent nation that is ever-growing.

Navajo Culture Today The culture is kept alive to this day mostly by elders who tell stories and inform the younger generation about the Navajo Way, as well as teach them what it means to be Navajo. The many ceremonies keep the traditions alive, like those of the medicine men and sand painting. There are several major cornerstones that remain as prevalent today as they have ever been, anchoring the society with a set of beliefs that guide them through life.

History + Culture

Navajo History

Looking Toward the Future

Program

Site Research

Although, this ancient culture is diminishing, they have left behind many artifacts and materials for younger generations to uncover. Their architecture can be used as precedents on how to live in extreme heat, and stay warm in the cold. Their methods for survival can teach us how to live with the land in a way that does not harm the ecosystem which sustains us. It is through looking at their past that we can begin to understand a sustained relationship with the land in the future.

Navajo Origins The First World

The Second World

Man was not in his present shape, and the creatures living in the first world were thought of as Mist Beings. On the western side of the First World appeared the yellow cloud, and next to it appeared the blue cloud. Where they came together, the first woman was formed. With her was a perfect ear of yellow corn. Also with the first woman came white shells and turquoise. The first man burned a crystal for fire. The crystal belonged to the male and was the symbol of the mind and of clear seeing. When the first man burned the crystal, it was the minds awakening. First woman burned her turquoise for a fire. They saw each others light and began searching for each other. Three times they were unsuccessful; the fourth time they found each other. First man asked her to come and live with him and First Woman agreed. Many different kinds of insect Beings live in the First World. Many of these different insects knew the secret of shooting evil and could harm others. The various beings disagreed and fought among themselves, and the entire population emerged upward into the Blue World though an opening in the east. The group moved like clouds, as if on magic carpets toward the east by gathering some mountain dirt. With them they took the evils contained in the First World.” (2.02.01) Photo [2.0c.A)

Photo [2.02.B)

The Second World Contained a number of chambers, the First Man and his companions traveled through the various chambers. The wolves lived in a white house in the east. The Wildcats lived in a blue house in the south. The Kit Foxes lived in a yellow house in the west; and the Mountain Lions lived in a black house in the north. The houses were all of different shapes and the Beings living in them were at war with one another. First Man killed some of the warring animals and then restored them to life because the animals gave him certain songs and prayers as a reward. After that, First man took off his armor and rested. Coyote went on his routine, exploring in each of the four directions. Everywhere he went he saw sorrow and suffering. The Beings pleaded to leave. First man smoked and blew the smoke in the four directions. In this manner he removed the power of evil from the people of the First World which were the Insect Beings. Next, First Man and the others prepared to leave the Second World. First he laid a streak of ZigZag Lightning toward the east; next a streak of Straight Lightning; then Rainbow, and finally Sun Ray. None of these moved; so he sifted them to the south, to the west and finally to the north. Each time he changed them there was a little reaction, but not enough to allow the people to move into the next world.

Site Research

Photo [2.02.A)

First Man then a wand of Jet, Turquoise, abalone and white shell. On the want he placed four footprints so that the beings could stand on them and be carried up into the next world. The Beings were required to make a sacrifice.” (2.02.02)

Program

The first world was small in size and was much like a floating island in a sea of water mist. In the east, where the white cloud and the black cloud met, the first man was formed. With him was formed the white corn which was perfect in shape, with kernels covering the whole ear. The first corn seed where the white and the black cloud met.

“Because of the quarreling in the First World, the beings climbed up to the Blue World. They found many other Beings already living there. There also were larger Insects living in the Second World, like locusts and crickets. Before leaving Black World, First Man collected four pillars of light and rolled them into small balls which he carried into the Second World. With the help of Tobacco Horn Worm, who blew smoke at the four balls, they expanded and again became the four pillars of light.

History + Culture

“At the beginning there was a place called the black world, where only spirit people and Holy people lived. It had four corners, and over these four corners appeared four cloud column which were white, blue, yellow and black. The east cloud column was called Folding Dawn; the south column was Folding sky blue; the west was the Folding Twilight, and the north one was Folding Darkness.

Client

“Next, First Man and the others prepared to leave the Second World.”

UNDERSTANDING

“In the east, where the white cloud and the black cloud met, the first man was formed.”

The Third World

As they were entering the fourth world, the people noticed that coyote was hiding something. They searched him and found that he was holding Water Monsters baby. They reasoned that this has caused the flood. Water Monster was angry because one of his children had been taken by Coyote. The Beings asked Coyote to take the baby back to the water, which he did. Sure enough, the water began to go down as soon as the child had been returned and the offering placed.” (2.02.03)

History + Culture Site Research

The people crowed into the great female reed and began to climb up. The water followed them as they climbed inside the giant reed. The climbed into the fourth world and came out at a place called Hajiinei. The Turkey was the last animal out of the reed, and the white foam created by the violent water current reached his tail. Today the Turkey still has whitish tail feathers.

Program

Photo [2.02.C)

Soon afterward, it began to rain, and there came a great flood. When First Man learned from the deer and different birds of the coming of the flood, he sent word to all the Beings and told them to come to White Shell Mountain. First Man went to all the six sacred mountains to gather some earth from each one. The water continued to rise, and the people climbed higher and higher on the mountain. First Man planted a cedar tree, hoping to have it reach the top of the sky so that everyone could climb to safety. The tree grew quickly, but it was too short. Next, he planted a pine tree. However, it was not tall enough to reach the top of the sky, either. The third effort by First man to find a means of escaping the water was to plant a male reed, but it also failed to reach the top of the sky. The fourth attempt was to plant a female reed. It grew to the very top of the sky.

UNDERSTANDING

“Because of the quarreling in the second world, the people climbed up to the Yellow World through an opening in the south. The Bluebird was the first to reach the Third World. After him came the First Four (First Man, First Woman, Coyote and one of the Insects) and then the others. A great river crossed the land form the north to south, and this was the Female River. Also, there was a river flowing from east to west, and this was the Male River. The place where the two rivers crossed is called “Crossing of the waters”. In the Yellow World there was no sun. First man had a pouch in which he kept many things. One day, as he was digging into his pouch, a piece of white shell fell out onto the ground. As the shell hit the ground it flipped. Coyote immediately asked First Man for a small piece. First Man replied that Coyote always asked for things and said things for no reason at all. Coyote kept pleading and First Man gave him a small piece of the white shell. Coyote took the white shell down to the waters edge where there was a whirlpool. The white shell caused the water to rise and fall. The fourth time the water went down, Coyote saw the child of Water Monster. He picked up the baby and hid it under his arms.

Client

“Coyote took the white shell down to the waters edge where there was a whirlpool. The White shell caused the water to rise and fall. The fourth time the water went down, Coyote saw the child of Water Monster. He picked up the baby and hid it under his arms.”

Sacred Mountains - In the Fourth World, First man and First Woman formed the four main sacred mountains from the soil that First Man had gathered from the mountains in the Third World. When the Beings had assembled the things with which to dress the mountains, they traveled by rainbow to the east to plant the sacred Mountain of the east. They put down a blanket of White Shell. On top of that they sprinkled some of the soil First Man had brought from the world below, and they placed more white shell. This was wrapped up and planted to the east.

Photo [2.02.D)

Fire and Sweat Bath - The Holy People decided they wanted to make fire and were uncertain about the fire making procedure. After discussing the matter, they discovered that one of the people had carried flint from the Third World. With it they made the first fire, using the flint on four kinds of wood which were gathered from the four directions. The men decided that they wanted to build a swat bath. The first sweat bath was larger than a Hogan. Then lightning came and suggested that they send someone over to a distant place where there was a blanket. A person was sent to bring back the blanket. Owl Man and Owl Woman also had blankets. All of the blankets were used to cover the doorway of the sweat bath, and they helped to get the bath warm.

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Medicine and Poison - After the first sweat bath and the first Hogan were completed, the people remembered that something was left down in the Third World. They contacted Water Monster who plunged into the water to get the medicine and brought it up to the people. When the snake received his share he placed it in his mouth. Today the snake’s bite still is fearful because he placed his share of the medicine in his mouth. Planning and Death - When the first Hogan was finished, everyone rested. The first Hogan was occupied by First Man and First Woman. Together they planned how things would appear. While the people were planning inside the Hogan, a couple of others died outside. No one knew what to do; so they asked Coyote. Coyote decided the spirits of the dead should always go to the world below. Sun, Moon and Stars - The people had the same light as they had in the worlds below, but they wanted a stronger light to awaken them in the morning; and they wanted a light at night. They laid stars on a blanket on the ground. The different Beings discussed where they would put the sun. It was decided that it would pass east to west to give light all over the world. The Sun Carrier and Moon Carrier declared that every day, as they went on their journey from east to west, someone would die. This would be the price for carrying the Sun and Moon.” (2.02.04)

Site Research

Photo [2.02.D)

History + Culture

Photo [2.02.D)

Program

“Locust was the first Being to come into the Fourth World. When he emerged, he was afraid because he saw water everywhere and also many monsters. One monster said that no one could live here unless Locust could pass certain tests. Locust agreed. The first test was to sit in the same place for four days. Locust said he would do that. The Locust left his shell skin and made it look as if he were sitting in the same place. While his skin sat there, he burrowed back to the lower world and told the Beings what was happening in the upper World. Locust returned before the four days were up and passed the test. The Monster said that he and the rest of the Beings in the lower world could come and live in this world.

UNDERSTANDING

“After the logs were up and the smaller logs were beings added, the people wondered which was the doorway should face. They decided that since all prayers and songs started in the east, they should have a doorway facing east.”

Hogans - In the sweat bath the men discussed how to build a home. After the bath, when the men returned to where the woman were staying, they learned that the women had made a simple forked shelter out of sunflower stalks. However, the Talk God showed the people how to make a home out of logs. The people constructed a Hogan of five logs, following Talking Gods instructions. The first two logs came from the east and west, the next two from the south and north, and the fifth came from the northeast. After the logs were up and the smaller logs were being added, the people wondered which was the doorway should face. They decided that since all prayers and songs started in the east, they should have a doorway facing east.

The Recurrence of the number 4 Fire

Life

Water

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South: Mt. Taylor (Tsoodzil)-Turquoise

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West: Humphrey’s Peak (Doko’oosliid)-Yellow Abalone

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North: Mt. Hesperus (Dibe Nitsaa)-Jet Black (2.02.05)

The four elements required for life (shown to the left) also coincide with the four principle colors of the Navajo: obsidian, white shell, yellow abalone, and turquoise.

4 Elements Required for Life The four elements required for life do relate to the Navajo philosophy of everything living in harmony. The four elements are fire, water, air, and soil. The key element listed is the soil. Navajo must live in harmony not simply with each other, but also with the earth, and in fact, it is believed that should someone fall ill, it is due to a lack of harmony between him or her and the earth. (2.02.05)

History + Culture

East: Mt. Blanca (Sisnaajini)-White Shell

Air Diagram

4 Sacred Mountains, Colors and Cardinal Directions •

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Soil

UNDERSTANDING

In Navajo culture, the number 4 appears repeatedly in legend and life of Navajo culture. The number is seen in the origin as well as other legends several times: the four sacred peaks, four colors representing four worlds, four elements required for life, four stages of the sky. The frequency with which this figure appears in numerous aspects of Navajo culture and legend cannot be ignored. The four sacred mountains that were discovered in the third world and then brought by the first people into the current world to bind the Navajo Nation are a critical piece of the tradition. Each mountain also represents one of the four colors as well as the cardinal directions, which are used in critical healing ceremonies and seen on sand paintings consistently. (2.02.05)

This stresses the importance of all aspects of the earth in which the Navajo strive to live in complete harmony with. There is a lot of emphasis placed on the sky, from the constellations to the rising sun in the east signifying a new day. There are four stages to the sky according to Navajo culture: dawn, blue sky, twilight, and night. The traditional Navajo dwelling, the Hogan, can be described as comprised with the four colors of the sacred mountains and adorned with these four stages of the sky, with the sun (hearth) in the center. (2.02.05) Mt. Hesperus Durango, CO

Mt. Blanca Alamosa, CO

Site Research

4 Stages of the Sky

Photos of the four sacred peaks [2.02.E)

Humphrey’s Peak Flagstaff, AZ

Mt. Taylor Grants, NM

The sky is of major significance in Navajo culture, and this constellation to the left is especially so, as the Navajo used this as a celestial clock. When they first appear in the eastern sky each year, that signified the coming of the winter frosts. (2.02.06)

Program

The Pleiades Constellation [2.02.F)

(2.02.07)

ans Indians Monument ment before they they haeolo. Archaeolod corded moremore cient sruins and ruins 0 e A.D. 1300 A.D.

Pre-ColumbusMexican Spanish Mexican Era Era EraSpanish Era Mexican Era 1492 1821 -1821 1820 - 1847 - 1847 1492 - 18201821 - 1847

1300 A.D. 1300 A.D. The Anasazi Indians The Anasazi Indians lived in the Monument lived in the Monument Valley area before they Valley area before they disappeared. Archaeolo-disappeared. Archaeologists have recorded moregists have recorded more than 100 ancient than 100 ancient 17741774 A.D.A.D. 1774 A.D. Anasazi sites and ruins Anasazi sites and ruins Navajo Navajo drive drive Navajo drive dating before 1300 A.D. dating before 1300 A.D. Spanish Spanish settlers settlers Spanish settlers from from eastern eastern from eastern regions regions off their off their regions off their landland land 1100–1500 A.D. 1100–1500 A.D. Distinctive Navajo Distinctive Navajo culture emerges. A culture emerges. A distinctive Navajo distinctive Navajo culture takes hold in the culture takes hold in the Four corners area of the Four corners area of the Colorado Plateau. Colorado Plateau.

Mexican Navajo Navajo Era Navajo Wars Wars Wars 18211848 -1848 18471848 - 1868 -1868 1868

1851 1851 A.D. A.D. 1851 A.D. U.S. U.S. Army Army U.S. Army established establishedFort established Fort Fort Defiance Defiancenear near Defiance near Window WindowRock Rock Window Rock

Navajo Wars Rez Beginning 1848 - 1868 1869 - 1927

1933 A.D. Roosevelt appointed a Commissioner of Indian Affairs, who advocated a system of livestock reduction to alleviate soil erosion problems, in conflict with the importance of livestock to the Navajo

1774 A.D. Navajo drive Spanish settlers from eastern regions off The their TheLong Long Thewalk Long walk walk consisted consisted consistedThe of Long of of walk consisted of land 9000 9000Navajo Navajo 9000 Navajo people people people 9000 Navajo people

trekking trekking trekking 300 300miles 300 miles miles in in inthethe the trekking 300 miles in the spring springof of spring 1864. 1864. of 1864. The The The Navajo Navajo Navajo spring of 1864. The Navajo people peoplewalked walked people walked from from from Bosque Bosque Bosque people walked from Bosque Redondo Redondo Redondo to tofort fort to fort Sumner Sumner SumnerRedondo to fort Sumner with withaasever sever with a sever lack lack lackof of of water, water, water, with a sever lack of water, food, food,and and food, provisions. provisions. and provisions. food, and provisions.

1935 A.D. 1935 1935 A.D. A.D. Navajo reject the Navajo Navajo reject reject the the 1968 A.D. 1968 A.D. Indian Indian Indian Navajo Tribal Act Navajo ReorganizationReorganization Act Reorganization Act Tribal Council declares Council declares the because it is identibecause because it is it identiisthe identireservation the reservation the fied with livestock fiedfied with with livestock livestock Navajo Nation, also Navajo Nation, also reduction reduction reduction adopts Navajo flag adopts Navajo flag

Rez Rez Rez Beginning Beginning Beginning Stock-Reduction 1869 1869 1869-- 1927 1927 1928 1927 - 1940

1851 A.D. U.S. 1868 1868 1868Army A.D. A.D. A.D. 1868 A.D. established FortBosque Treaty Treaty Treaty of Bosque of of Bosque Treaty of Bosque Defiance Redondo Redondo Redondonear creates creates creates Redondo creates Window a a a Navajo Navajo NavajoRock a Navajo Reservation Reservation Reservation Reservation

1921-1927 A.D. Navajo Tribal Council created — Navajo communities are organized into chapters

Stock-Reduction Coming Stock-Reduction Out Stock-Reduction Coming Out Self-Determination 1928 - 19401941 - 1969 19281928 - 1940 - 1941 1940 - 1969 1970 - Present

1968 A.D. 1968 A.D. NavajoNavajo Tribal Triba Council Council declares decl the reservation reservation the t NavajoNavajo Nation,Natio also adoptsadopts NavajoNavaj flag

Self-Determination Coming Coming Out Out 1970 -1941 Present - 1941 1969 - 1969

1990 A.D. 1990 A.D. 1933 A.D. 1933 1933 A.D.A.D. Dueappointed to Govern-a Roosevelt appointed Roosevelt a Roosevelt appointed aDue to Government of reform,of the ment reform, the Commissioner ofCommissioner Commissioner 1961 A.D. 1961 A.D. 1961 A.D. first Navajo first Navajo1961 A.D. Indian Affairs, who Indian Indian Affairs, Affairs, who who The Navajo Thepresident Navajo elected The Navajo The Navajo president elected advocatedTribal a system advocated of advocated a system a system of of Museum Tribal Museum Tribal Tribal Museum Museum was Peterson Zah was Peterson Zah livestock established reduction livestock toatlivestock reduction reduction to established at to established established at at alleviate soil erosion alleviate soil erosion soil erosion Window Rockalleviate Window Rock Window Window Rock Rock problems, in conflict problems, problems, in conflict in conflict with the importance with with the importance the importance of livestock to the of livestock of livestock to the to the Navajo Navajo Navajo 2000 A.D. 2000 A.D.

1968 A.D. NavajoA.D. Community 1942-1945 A.D. 1942-1945 1921-1927 1921-1927 1921-1927 A.D. A.D. A.D. College, theCode first Marine Navajo Code Marine Navajo Navajo Navajo Navajo Tribal Tribal Tribal Native-operated Talkers in World War II Talkers in World War II Council Council Council created —created created — — college, opens. — Navajo Marines use — Navajo Marines use Navajo Navajo Navajo communicommunicommunitheir language as a their language as a tiesties are ties organized areare organized organized battlefield code, which battlefield code, which intointo chapters into chapters chapters the enemy is unable to the enemy is unable to decipher decipher

1986 Nava Dep estab

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1986 A.D. Navajo Tourism 1951 1951 A.D. A.D. Department First woman First woman established elected elected to to Navajo Navajo TribalTribal Council Council

History + Culture

1863 A.D. Scorched Earth Campaign conducted by Kit Carson against the 1906A.D. A.D. 1906 A.D. Navajo. Captives are 1906 A.D. 1906 1935 A.D. John Johnand and JohnLouisa and Louisa Louisa force-marched on theJohn and Louisa Wetherill Wetherill Wetherill start start start Navajo reject the Long Walk to Fort Wetherill start trading post trading attrading trading post post post atat at Indian Sumner, 350 miles east Reorganization Act Oljato OljatoOljato in New Mexico, and Oljato because it is identimany died. fied with livestock reduction

1986 A.D. Navajo Tourism 1951 A.D.Department First woman established elected to Navajo Tribal Council

199 Du me firs pre was

Site Research

Spanish Spanish Era Pre-Columbus Era 1492 1492 1820 - 1820

1923 1923 1923 A.D. A.D. A.D. 1951 A.D. Harry Harry Harry Goulding Goulding Goulding established established established a a a First woman elected to trading trading trading post,post, stillpost, still still Navajo Tribal in in in operation operation operation today today today Council

President President 1968 A.D. 1968 A.D. 1968 A.D. Clinton Clinton Navajo Community NavajoNavajo Commun Co 1942-1945 1942-1945 A.D. A.D. approves College,approves the first College, the firstth Marine Marine Navajo Navajo Code Code College, Congressional Congressional Native-operated Native-operated Native-op Talkers Talkers in World in World War IIWar II Medals forMarines Medals college, opens. college, opens. op — Navajo — Navajo Marines use foruse college, Warlanguage II as a World War II theirWorld their language as a Code Talkers Codewhich Talkers battlefield battlefield code, code, which the enemy the enemy is unable is unable to to decipher decipher

Program

1581-1583 1581-1583 A.D.A.D. 1581-1583 A.D. 1581-1583 A.D. 1863 1863 A.D. A.D. 1863 A.D. First Spanish First Spanish First Spanish First Spanish Scorched ScorchedEarth Earth Scorched CamCamEarth Cam12,000-6,000 B.C. 12,000-6,000 B.C. contact contact with with contact with contact with paign paign conducted conducted paign conducted by byKit Kit by Kit Ice-Age Paleo-IndiIce-Age Paleo-IndiNavajos. Navajos. Navajos. Navajos. Carson Carson against Carsonthe against the the an hunters in 1805 an hunters in 1805 A.D. A.D. 1805 A.D. 1805 A.D.against Navajo. Navajo. Navajo. Captives are are are Monument Valley Monument Massacre Massacre at at Valley Massacre at Massacre Captives at Captives force-marched force-marched on onthe the on the Area AreaChelly Canyon Canyon de de Chelly Canyon de Chelly force-marched Canyon de Chelly Long Walk Walk Long toFort Walk Fort to Fort Spanish Spanish soldiers Spanish soldiersto kill D. 1300s soldiers A.D. killkill1300s A.D. Spanish soldiers killLong Sumner, Sumner, 350 350 Sumner, miles miles 350 east miles east east more more than than 100 100 more than 100 more than 100 Band San Juan Band San Juan Band inin New New Mexico, Mexico, in New Mexico, and and and Navajo Navajo women, women, Navajo women, Navajo women, equent t Paiutes frequent Paiutes frequent many died. died. many died. children, children, and eldersthe area as children, and eldersmany children, and elders s the areaand aselders hiding hiding intemporary ain cave a cave hiding in a cave y temporary hiding in a cave ers atherers hunters/gatherers hunters/gatherers

1923 A.D. Harry Goulding established a trading post, still in operation today

UNDERSTANDING

Historical Navajo time line

Historically speaking, the Navajo people were largely hunters and gatherers. Techniques for crop farming were adopted from the Pueblo people and herding skills from the Spanish. Serving as dietary means, currency exchange and performing as a status symbol, sheep quickly became an essential component of the Navajo people. (2.02.08)

Photo [2.02.H)

Client

Military -WWII - The Navajo men opening volunteered for military service in keeping with their warrior culture. Working in urban factories and serving in the military help assimilate the Navajo men into the modern world. After the war, many Navajo men did not return to the reservation. (2.02.11)

Major navajo Historical Events

Photo [2.02.I)

The Long Walk of the Navajo - was an Indian removal effort of the United States government in 1863 and 1864. Early relations between Anglo-American settlers of New Mexico were relatively peaceful, but, the peace began to disintegrate following the killing of a respected Navajo leader by the name of Narbona in 1849. By the 1850s, the U.S. government had begun establishing forts in Navajo territory in northeast New Mexico. The Apache and Navajo, who had survived the army attacks, were then starved into submission. During a final standoff at Canyon de Chelly, the Navajo surrendered to Kit Carson and his troops in January 1864. Following orders from his U.S. Army commanders, Carson directed the destruction of their property and organized the Long Walk to the Bosque Redondo reservation, already occupied by Mescalero Apache. (2.02.09) Photo [2.02.J)

Navajo Livestock Reduction Act- During the 1930â&#x20AC;&#x2122;s, the federal government imposed the Navajo Livestock reduction act on the Navajo Nation, ultimately slashing the peoples livestock by 75%. The livestock, which held cultural ties and deep economic weight were unfortunately causing serious land erosion. This Livestock cut lead to much more tension between the Navajo people and the federal government. (2.02.10)

History + Culture

Experts have developed a strong amount of evidence suggesting the indigenous peoples that eventually flooded the Americas occurred in three different timed migrations. The first theory suggests the Paleo-Indians commenced around 11,500 B.C. The second migration, called Na-Dene, occurred shortly after sometime between 10,000 B.C and 8,000 B.C. The third and final migration occurred around 3,000 B.C which include the Eskimos of Canada and Alaska.

Photo [2.02.g)

Site Research

During the last ice age, sometime between 40,000 and 25,000 B.C.E, a land bridge connected North America and Asian mainland, allowing the DinĂŠ to migrate from Siberia to Alaska. From Alaska, these people hunted small game and moved in small family units. Apaches and Navajos are believed to be the last Natives to have trekked across the land bridge. The Land Bridge connected Siberia to Alaska.

Secondary Education - The Navajo tribe was pushed into the modern world in many different ways. One of which included the enforcement of all Navajo children to attend boarding school on and off the reservation. Standing against the formation, many older Navajo elders hid their children from officials. All white society, American customs were taught and students were punished if the Navajo language was spoke. (2.02.12)

Program

Migration

UNDERSTANDING

A Closer Look

The Long Walk consisted of 9000 Navajo people trekking 300 miles in the spring of 1864. The Navajo people walked from Bosque Redondo to fort Sumner with a sever lack of water, food, and provisions. The Navajo people negotiated another treaty with the federal government in 1868 which granted Navajo survivors to return to a reservation on a portion of their former homeland. (2.02.09)

Historic Navajo Trading Routes

Sea Shells Photo [2.02.M)

Client Pottery Photo [2.02.L)

North Route - The North Branch was an important extension off the Old Spanish Route. It was established by traders using Spanish colonial routes. The route started Northward from Sante Fe and landed into the San Luis Valley of Colorado. Heading westward, the route went over the Cochetopa Pass and ended at the Uncompahgre Valley. Following the Gunnnison river, the route end was at todays Grand Junction. (2.02.13)

History + Culture Site Research

Main Route - The main route was fairly easy in comparison to the others. It avoided the more difficult terrain. The Main Route traveled northwest from Santa Fe through Colorado, entering Utah. The trail then traveled southwest running parallel to the Santa Clara River before ascending towards Glendale, NV. The trail runs 55 miles of waterless trekking until it hits Las Vegas, NV. From Las Vegas, the route crosses the Mojave desert until travelers hit the Mojave River. The last journey takes travelers over the mountains and into the present day Los Angles area. (2.02.13)

Copper Photo [2.02.K)

Program

Major trade hub Primary or Major Trade Center Significant Permanent Secondary Center Crossroads and local Intertribal trade hubs Tertiary Centers

Armijo Route - Established by Antonio Armijo in 1829, the Armijo Route ran northwest of Santa Fe to the Four Corners. Passing the Carrizo Mountains to now Kayeta, the trail traveled towards present day Glen Canyon Dam. Past the dam, the route continued westward to Pipe Springs then followed the Virgin River all the way to the Colorado River. Then the trail turns westward to Tecopa followed by a southern turn to the Mojave River.

Historic Market

UNDERSTANDING

Archaeologists suggest three major trails were used to trade goods.

navajo arts + crafts

rug making

Photos of Silver working (2.02.n)

Silver arm band (2.02.n)

Silver Bracelet (2.02.n)

Chief style rug (2.02.n)

Banded Stripe Blanket (2.02.n)

Banded Stripe blanket (2.02.n)

Chief style rug (2.02.n)

History + Culture

Photo of silver work (2.02.N)

It is said that the Navajo learned weaving during the 1600â&#x20AC;&#x2122;s, after the pueblo revolt when pueblo families came to live with the Navajo([2.02.18] 24). In [2.00.00] the Chief blanket is shown. It was during the 1850-1875 that this style of blanket was made and was traded most throughout the united states. This was also a time of great increase in technical excellency [2.02.14].

UNDERSTANDING

silver smithing

Client

Photo of loom (2.02.n)

Chief style rug [2.02.n)

Site Research

Navajo Silver-smithing is some of the finest of the craft, but it was not one of their ancient traditions. It is believed that the Navajo learned how to work silver when they were forced into Fort Sumner, sometime between 1840, and 1868, although there is no evidence confirming this [2.02.14].

basket weaving Basket Weaving (2.02.n)

Basket (2.02.n)

Basket weaving is a craft linked to the ancient people, and has been part of the Navajo culture and way of life. Basket weaving was used to make baskets and water jugs, both were used in ceremonies and are partly responsible for their sustenance [2.02.14].

Banded Stripe blanket (2.02.n)

Program

Water Jug (2.02.n]

Sand Paintings

Sand painting Specifics

Overview

The sand painting is always oriented such that the top is pointed to the east with “guardians” placed on the other cardinal directions. This is done so that goodness and strength are allowed to enter the painting from the east and evil is prevented from entering on the other three sides by the guardians. These guardians are commonly rainbows, bears, or flies, but they can take any shape. (2.02.15)

Sand painting [2.02.P) Corn Maiden (2.02.o)

Sand paintings are believed to work due to their symmetry and order. They focus the body’s energy on balance, symmetry and order. When sand paintings are created for non-religious purposes, such as for weaving patterns or for artistic instruction, an alteration is made to certain elements to ensure the painting has no power. Such re-creation of sand paintings is frowned upon by some as a trivialization of a sacred entity. (2.02.15)

Site Research

Sand Painting [2.02.P) The four principle colors are used extensively within sand paintings, as each color represents a cardinal direction and thus different powers. Various color combinations also signify different things, such as red on black representing sunlight on the back of a cloud. These colors of sand are carefully laid on top of a base using twine to keep the lines straight from the center out so as to not disrupt the painting. (2.02.15)

Sand Painter [2.02.P)

Program

The sand painting must be activated by a medicine man in order to receive its power. The shaman sprinkles the painting with pollen and then places several special objects around it. Upon completion of the healing ceremony, the sand painting is carefully swept up and disposed of according to rituals so that evil cannot enter the shaman or the patient. (2.02.15)

Navajo Sand Painting [2.02.P) The painting to the left contains the major elements of a sand painting. It is open at one end (the east), with the other three sides being protected by the guardian that circles them. The interior uses the four principle colors to show a corn and livestock scene. (2.02.15)

History + Culture

The art of sand painting [2.02.O)

UNDERSTANDING

The first sand paintings were developed in the early 1700s, with the process becoming “standardized” by 1900. There is little change in the style between a sand painting created then and one created today due to this standardization. Figures depicted were of two distinct styles. The first was a geometric, angular depiction of normal human figures. The second was reserved for depicting the deities. They were stretched vertically and stylized individually to show their power and existence separate from that of humans. (The image to the right is a recreation of the corn maiden, a figure seen in sand paintings) There are a governing set of rules controlling dimensions, adjacencies, and even colors of the patterns within a sand painting. If these are done incorrectly, the painting may not work or may have a different affect than what is desired. Sand paintings consist of various patterns that are drawn using colored sand. They often depict Navajo deities (Ye’i) or plants or other objects of importance. The shape is usually round or square, and can be as large as twelve feet in diameter, or as small as four feet. (2.02.15)

Client

The name for a Navajo sand painting is ‘iikaa, which means “the place where the Ye’i come and go.” The going is referring to the fact that the sand paintings are destroyed and returned to earth after they are used. It is believed that sand painting was given to the Navajo by the Ye’i, who drew the designs on cotton rather than sand. (2.02.15)

navajo BUILT ENVIRONMENT The Navajo have lived an elemental lifestyle for thousands of years. Their culture is strongly tied to the land and the natural world surrounding them, and because of this they have developed many passive strategies and tools to aid them in this lifestyle.

Photo (2.02.Q)

Program

Site Research

UNDERSTANDING

The Navajo used logs, stone, brush and mud to create dwellings called Hogans (2.02.16). The materials were local and easily accessible resources which provided a thermal barrier from the climate of the southwest. Most Hogans have not survived the ravages of time, since they were not built from stone, making it difficult to document them. The earliest known Hogan to exist is dated to back to 1540 (2.02.16). Hogans have adapted over time to be constructed with modern materials, and they have been constructed with varying shapes and wall and roof assemblies. These construction methods also translated into their construction of shade shelters, and ovens, which we look into in the following.

History + Culture

Client

Introduction

male hogan

female hogan

Photo of forked pole hogan (2.02.q)

Photo of hogan (2.02.q)

Hogan means “home place” in Navajo, though, they are not just places of residence as a house is to most people in the modern world, they are also a home in the sacred world. They are used for various ceremonies in their culture and have great spiritual significance. Navajo myths state that the door must face the east to greet the rising sun, and if any one should pass away in the Hogan their body must be taken out through a whole in the north wall. The hogan is a shared space housing unit, with men, women and children all sharing space, though women are to remain on the south side and men on the north. If more space is required than the more Hogans are built rather than dividing the space (2.02.17).

Photo of hogan (2.02.q)

The Male Hogan is not intended for only male use, but it is considered to be male in appearance, hence the name. It uses three forked poles as the primary structure and then other logs and brush are leaned against them, finally it is covered in mud. This type of Hogan is very ancient and is the original type of Hogan.

The Female Hogan is not intended for only female use, but is called a She Hogan because of its appearance. It is more common because it offers more space in the interior, and has various plans and methods of assembly.

As stated before the Hogan is a sacred part of Navajo Culture and because of this men are to sit on the north side, women on the south, small children sit close to their mothers, the male head of the family or “medicine man” and other distinguished visitors sit on the west side facing the east. The Hogan becomes a very key element to the lives of the Navajo since it incorporates their spiritual beliefs and provides shelter to the people. (2.02.17)

Site Research

post and position within the hogan female side

seat of honor

fire side

UNDERSTANDING

The Hogan was developed due to its simple assembly, and because of the need to have a shelter which could withstand the diurnal fluctuations of the desert climate. The thick walls keep out the cold in the winter and keep out the heat in the summer, to some degree. The Hogan typically houses one biological family, though it is common that families have two or more Hogans located in different regions so that they can be used based on the season.

History + Culture

Client

significance

ceremonial entry fire side

male side

Program

The hogan

traditional building methods Client

forked pole hogan The Forked Pole Hogan is the more ancient type of dwelling, it used three forked poles as the primary structure, and a door way was created to keep out dust.

UNDERSTANDING

The Cribbed Hogan is built more frequently since it allows for more space. A crib work of logs are created as the walls of the dwelling and usually a corbel wood structure is added functioning as the roof.

palisade hogan

History + Culture

cribbed hogan

The Palisade Hogan uses posts and stringers to act as the primary support, and later a corbel roof is added and palisade walls. Site Research

leaning log hogan The Leaning Log Hogan is similar to the Palisade in that the members are vertical, except in this arrangement they are leaning on the primary structure rather than dug into the earth.

The Stacked Stone Hogan uses stones as the bearing support and mud as mortar. It usually can be found with a corbeled roof. (2.02.17)

Program

stone hogan

Hogans and windbreaks

Leaning log hogan

The Forked Pole Hogan is the more ancient type of hogan. It does not provide much space on the interior compared to the Female Hogan and is not used as much.

Ramada

lean-to shade

Photo of ramada shade (2.02.q)

Photo of lean-to shade (2.02.q)

UNDERSTANDING

Photo of mud covered Hogan (2.02.q)

Cribbed Hogan Photo of flat roof cribbed hogan (2.02.q)

palisade Hogans

Corbel log Hogan stone hogan

Photo of palisade hogan (2.02.q)

Photo of corbel hogan (2.02.q)

This Hogan uses logs which are dug into the ground and act as the walls. 54

Each log is supported by the log beneath it, without the use of posts.

tent

Corbel shade

Conical shade

Photo of tent (2.02.q)

Photo of corbel log shade (2.02.q)

Photo of conical shade (2.02.q)

Tents have been found often as well, they allow for outdoor living during the hotter months.

The Corbel Log Shade is constructed in a similar manner to the Hogan, but is open to air.

This shade uses the same method of construction as the Forked Pole Hogan.

Site Research

The Cribbed Hogan uses notched logs to connect the cribbed logs together forming the wall and sometimes the structure for the dwelling.

The Ramada also uses the leaning log method, by leaning logs and brush material against a post and beam frame.

Photo of stone hogan (2.02.q)

The Stone Hogan uses stacked stones and mud to create a strong structure.

Source: (2.02.17)

Program

Photo of cribbed hogan (2.02.q)

Client

The Leaning Log Hogan uses a type of construction that is very common for the Navajo. Many of their summer shade structures use this type of construction. A post and beam frame are made and then logs are layed against them, creating a barrier and wall.

forked pole hogan Photo of forked pole hogan (2.02.q)

Photo of mud covered hogan + leaning log hogan (2.02.q)

History + Culture

Photo of leaning log hogan (2.02.q)

material connection

two legged double lean-to two legged single lean-to beam

post a

cribbed log notch connections

SINGLE SADDLE

leaning logs

DOUBLE SADDLE

SINGLE BOX

Site Research

post b

DOUBLE BOX

female hogan plans

HALF LAP DECAGON

OCTAGON

HEXAGON

FULL LAP

SQUARE

FULL DOVETAIL

CIRCLE

Program

Photo of two sided lean-to shade (2.02.q)

History + Culture

Client

Photo of corbel roof (2.02.q)

UNDERSTANDING

corbel log work

post and stringer details

How Navajo approach their elders “If the very old will remember, the very young will listen.” - Chief Dan George (2.02.18) Traditionally, Native American elders are highly respected within their society due to the knowledge and wisdom they acquired through life experiences. They are seen as the keepers and promoters of tribal values and tradition. It is important for the elders’ knowledge to be passed down into the younger members of the society through oral tradition. (2.02.18)

Client The following are the key topics of discussion and questions posed by the authors of the paper directed at the Navajo elders they spoke with during this process. The main purpose of this process was to establish key elements within traditional Navajo culture that need to be maintained in this current day and age. (2.02.18)

Early teachings that are still relevant • A belief in a supreme being

“A way of life”

• Living in harmony with nature Learn tolerance as you go. Develop a liking for all people. Listen to each other and learn. Take the good wherever you find it.

Be honest with each other. Share your wisdom willingly. Add the good you have gained. Do not put in any lies.

Let us all live traditional ways. Support the traditional beliefs. Do not make light of me. Seek understanding and then love. (2.02.18)

• Importance of the medicine man and his/her teachings

Site Research

Lean on your feelings. Then share yourself with others. Learn our feelings. Feelings transcend differences.

Importance of Education • Modern education may be steering youth away from traditional culture • Educate the youth on old Navajo culture and (especially) Navajo language

Most Important thing for Non-Navajo to do • Be honest-share wisdom and knowledge gained in life • Be tolerant of others’ ways • Do not look at people as different, “like people as people” • Feelings can transcend cultural barriers • Honesty, acceptance, and understanding (2.02.18)

Program

A Poem by Navajo Elders

Treat others equally. Don’t put other people down. Be accepting of differences. Do away with prejudice.

Points from “Living in harmony”

History + Culture

In a study conducted by the University of Utah, professors Margie Egbert-Edwards, Austin Lyman, and E. Daniel Edwards conducted interviews with Navajo elders to discover and report on traditional religious beliefs and traditions and wrote a paper entitled “Living in Harmony with Navajo Indian Traditional Religious Beliefs: Honesty, Acceptance, and Understanding.” The goal with this paper was to reinforce the importance of religion on their everyday lives as well as to develop an appreciation of Navajo religious beliefs and specifically honesty, acceptance and understanding. The information within this paper was accumulated through poetry sessions with elderly Navajo who were residents at an extended care facility. (2.02.18)

UNDERSTANDING

A conversation with Navajo elders

“Religion is like a tree with roots and branches which spread everywhere... We are meant to live in harmony with the earth, the sun, and the waters” - (2.02.18)

Richard Begay is an architect currently working with the firm SPS + Architects as their director of design in Scottsdale, Arizona. He has thirteen years of architectural experience and has worked on educational, hospitality, and governmental projects. He is a registered architect as well as a member of the American Indian Council of Architects and Engineers, specializing in sustainability and cultural design. (2.02.19)

“Diné Philosophy”

UNDERSTANDING

The diagram below represents the essence of living and the balance of all things. It comes back to the state of harmony between us and the world. The goal is to achieve a “state of beauty” in life. The east symbolizes the rising sun, but also hope, beginning, and begins the idea of cycles. The north is night and summer. The west is living, growing older, gaining strength and knowledge. It also represents autumn, and the abalone shell. North is synonymous with fulfillment, as full age grants knowledge and awareness, and the cycle is complete. The graphic describes a person going through life as related to this day and night cycle. Four peaks diagram [2.02.t)

Hogan Significance [2.02.t)

Contemporary design strategies The building should come out of the earth, be a part of it, and be very integrated with the land. Buildings should teach or inform on some aspect(s) of Navajo culture and way of life. It is crucial to take all the information and translate it into design concepts: find a point of departure from traditional concepts and into a contemporary design. (2.02.20)

Site Research

It is also symbolic of the Hogan floor plan: the spiritual center of the family. All children are connected to their home, and everything is connected in this world. (2.02.20)

Client

A conversation with Richard Begay, AIA

History + Culture

Contemporary design and Navajo Symbolism

Diné College Library [2.02.s) Diné College Library: Begay, while at DLR Architects, designed this as an educational piece in a campus master plan to inform users of Navajo culture and to use the building itself as a teaching instrument. The diagrams below were drawn by Richard Begay as an attempt to consolidate various aspects of Navajo culture and the geography. They inform on various elements of Navajo life that are represented by mother earth, father sky, and the daily cycle of life.

Diné College Library

The primary goal was to create a facility to show and inform on Navajo culture. This main objective informed and affected all aspects of the process and overall project. Library was located on the north segment of the circular planned campus to represent the knowledge learned here. The light fixtures in the reading room are constellations to bring star stories into this metaphorical “Hogan.” In this way, the space itself becomes a teacher of Navajo culture. (2.02.20) 61

Program

“Diné Philosophy” Diagram [2.02.R) This diagram approaches the idea of “Diné philosophy” through the lens of architectural practice and design. It attempts to reconcile the major pieces of Navajo culture into a concise diagram to be used as a tool in the design process.

The library takes ideas and cues from traditional Navajo customs and culture and translates them into a new, modern building that teaches and informs upon these same customs and culture.

Cultural values

Family Life Navajo culture is centered around the idea of the family and how this dynamic functions. Clans are very important and life revolves around the cycle of caring for the young and then eventually the young caring for the elderly. (2.02.21)

Client

4 Main points • Centered around family life • Emphasis on the individual’s life and his/her ability to contribute to society family [2.02.V)

Individual Strength There is an emphasis on the individual and his/her ability to contribute to society as a whole. Being individual is a core belief within Navajo culture and is thought to be what makes a man or woman truly Navajo. (2.02.21)

Navajo Land (2.02.U)

History + Culture

• All living things must remain in balance and harmony (2.02.21)

UNDERSTANDING

• Attachment to and love for the land

Individual [2.02.W)

Attachment to the Land

Live

The Navajo have a strong respect for the land. The four sacred peaks emerged from it and bound the Navajo Nation in their origin legend, so they must respect the land they now inhabit. They live on the land, grow food on the land, and appreciate it in their culture and legend. (2.02.21)

Site Research

Appreciate

Grow

Balance and Harmony

Living Things

Program

Earth

“The bedrock of the Navajo religion is the concept of hozho, which means a combination of existing in a state of balance, harmony, wellness, peace, and completeness.” When this balance is lost, the order in the universe is thus lost and must be restored. It is viewed as a fundamental issue of existence. (2.02.06)

Client

SITE RESEARCH Overview

History + Culture

The proposed site for the Navajo Code Talkers Museum and Veterans Center is located in McKinley County, New Mexico; southeast of Window Rock, AZ and just east of Tse Bonito, NM along Route 264. Further east, Route 264 connects with Highway 491, which connects with Interstate 40. The museum and veterans center would be located on an important route for those moving to and from Window Rock, AZ and it is only 20 miles from Gallup, NM and the major thoroughfare that is I-40.

Ownership

The land has been donated to the Navajo Code Talkers Association by the Chevron Corporation. The site is part of a fee land, which is not part of the reservation (land held by the Federal Government in trust for the Navajo People).

Divisions

The following analysis has been conducted on available research with some newly performed software analysis. The study is broken up into the following divisions: Site History, Site Neighbors, Site Context, Site Views, Site Sections, Site Vistas, Climate, Slope Analysis, Hydrology, Geology, Flora + Fauna.

Site Research

Since the site is located outside of Tse Bonito city limits, it is therefore under county land use jurisdiction. McKinley County, New Mexico does not have zoning regulations. The county “regulates the division of land and development of land through Subdivision Regulations, 1997” (02.04.01), which can be found on McKinley County’s website.

UNDERSTANDING

Land Use

(02.04.A)

Program

35.646 N 109.017 W

INTRODUCTION

HESPERUS MOUNTAIN NORTHERN PEAK

BLANCA PEAK - EASTERN PEAK

N OF

23.6

0° E

OF N

° .85

SITE

9.58° S OF SAN FRANSISCO PEAK WESTERN Peak

23.5

1° S

OF E

Mount Taylor - Southern Peak

Sacred Peaks of the Navajo People

Client History + Culture

The lasting evidence is quite clear in the area of western New Mexico called the “Checkerboard” where Navajo Nation land oscillates between reservation (land held in trust by the federal government) and Indian and non-Indian fee lands (the lands created because of the Dawes Act).

even sections; Santa Fe Pacific Railroad Company, 7,613 is designed to meet the rapidly expanding deman done of the site. The Andmine other H Ithan Scoal T Othe Rthroughout Y radio O F Tmast H Ethe M cSouthwest. K I N L E Y MThe I N Emine i acres, odd sections; and the Navajo Tribe, 11,157 acres, all in for low sulphur and mast control station (not part of the property New Mexico. The surface is owned by the Navajo Tribe (reser- being The Pittsburg Midway Company (P&M), ton wh expanded fromand 400,000 tonsCoal per year to 4,000,000 but surrounded it), per there has been no recorded vation only), 11,157 acres; public lands, 642 acres, Indian of by owned byyear. Spencer Chemical Company, obtained leasesthf coal Plans are under construction to bring allotted, 7,514 acres; and private lands by variouspermanent individuals,structure thetoSanta Fe and Pacific Railroad Company o mine an ultimate ofa 5,000,000 tons on perthe year built. The site capacity does have 7,613 acres. Figure 1 shows the leased area. numbered sectionsstarted and applied for 1976, federaland coal prospec Increased production in January full produc small access road, the Star Route 5 and a former, The mine is designed to meet the rapidly expanding demand tionpermits even-numbered lands in T. 16 should on be the reached by 1979; atsections this rateon the reserves wi nowmine mostly access road connecting StarW.; and T. 16 N., R. 21 for low sulphur coal throughout the Southwest. The is decayed 20 W.; T. to 17 R. 20 be R. depleted in 30 37N., years. Route 5tons and the N.M.P.M., railroad Public spur that serviced the The Arizona Service Company will permits be the prime cus being expanded from 400,000 tons per year to 4,000,000 during 1958 and 1959. were assig of coal per year. Plans are under construction to bring the to Spencer Chemical Company in October 1960. mine’s main operations to the north (02.03.03). mine to an ultimate capacity of 5,000,000 tons per year. Exploration began about May 1, 1959, using one dril Increased production started in January 1976, and full producowned and operated by the company. Two rigs were l tion should be reached by 1979; at this rate the reserves will operated and the initial drilling was completed about Nov Checkerboard divisions near site (02.04.B) be depleted in 30 still to 37visible years. ber 1960. Sufficient reserves were found on the lands to in Arizona Public Service Company will be the prime cus est the Arizona Public Service Company in building a po plant at Joseph City, Arizona. Construction began on plant during the early part of 1961. A railroad spur from Santa Fe mainline and power lines were soon constructed strip mining began in July 1961 on sec. 13, T. 16 N., R. 21 On November 9, 1961, the Advisory Committee of Navajo Tribal Council passed a resolution giving Spen Chemical Company a two-year drilling permit with an op to lease. The prospecting permit became effective May 1962, for 49,920 acres of land, with an option to lease containing a reserve of 150 million tons of coal. By Marc 1964, 64,154 feet of drilling was completed. Lease negotiations resulted in issuing a lease, having coal ownership land leases18, 1964, for 11,157.00 acre effective date of and September Pittsburg and Midway Coal Mining Company. Mining began The site, located on the far left-hand the reservation in June 1972. Production of approxima side where the rail spur makes a 400,000 tons per year shown has been sold almost entirely to bend. Nearby ownership to Cholla plant since the mine started in 1961. be under the Santa Fe Railroad, the

Site Research

Some time later, during the American government’s assimilation period Congress passed the General Allotment Act in 1887, better known as the Dawes Act. The Dawes Act targeted Indian reservations and their tribal governments. It intended to break them up and turn that land into allotments of private property. Tribal land was divided into parcels, which was given to tribal members. “Surplus” land was sold to non-Indian farmers. After 25 years under new Indian ownership, the land became subject to state taxes and many Native Americans lost their land in tax foreclosure or had to sell it off to nonIndians (02.03.02).

site falls on the white area where the land wasP fully P&M L A Nowned T A NbyDtheS E RVICE FACILITIES Mining Company (02.04.C). The construction required to mine, produce, store, pro and transport the coal from the expanded mine required extension of the railroad spur, additional haul roads, po lines, new loading facilities, service shops and offices. The loading facilities, shops and office complex are located on Navajo tribal lease. Site preparation began in 1974, and struction of the plant site and the new facilities was compl in mid-1976. The plant site consists of coal storage piles, hopper 67 crushing plant and a loading chute, which occupies appr mately 30 acres. Adjacent to this facility are the service fa

Program

Before white settlement, the site was part of an open landscape that the nomadic Navajo peoples traversed. The Navajo have four sacred peaks that approximately define their former boundaries (see figure below).

UNDERSTANDING

Site History

JOHN C. WILSON The McKinley mine is located approximately 20 mile The Pittsburg and Midway Coal Company northwest of Gallup, New Mexico, and about 3 miles east o Gallup, New Mexico Window Rock, Arizona. It covers lands under leases held b Oil Corporation and operated by Pittsburg and Midwa The project siteGulf is one of these fee lands. Formally Coal Company. owned by P&M Mining Company and most tomer, requiring to 3,000,000 tons per year po INTRODUCTION The leases are as up follows: U.S. Public Lands, 8,156for acres generation at the Cholla plant Joseph City, Arizona. the even Chevron Corporation, hasnear The McKinley mine is located approximatelyrecently 20 miles sections; Santa Fewho Pacific Railroad Company, 7,61 remainder of the and coal the produced will be sold to fill contract northwest of Gallup, New Mexico, and about 3 miles east this of acres, sections; Navajo donated piece odd of their land holdings to Tribe, 11,157 acres, all i various customers for industrial uses. principal Window Rock, Arizona. It covers lands under leases held by New Mexico. The surface is owned by theThe Navajo Tribe custom (reser the Navajo Codeare Talkers Association. The site Service Company, Southw as follows: Arizona Gulf Oil Corporation and operated by Pittsburg and Midway vation only), 11,157 acres;Public public lands, 642 acres, India formed a small corner of the P&MKaiser company’s Forest7,514 Industries, Cement and Corp., H Coal Company. allotted, acres; and private lands by Gypsum various individuals Mining Company and The Flintkote Company. The leases are as follows: U.S. Public Lands, 8,156 acres,mine. 7,613 Figure the leased area. McKinley Noacres. mining was1 shows ever actually

Client History + Culture SAN FRANCISCO PEAKS

UNDERSTANDING

TUCSON

HESPERUS MOUNTAIN BLANCA PEAK

Site Research

WINDOW ROCK

(02.04.D)

Program

MOUNT TAYLOR

Site NEIGHBORS Client

Window rock Located within this area is Window Rock itself, the Navajo Nation Council Chambers and, most importantly to our project, the Tribal Park and Veterans Memorial. 16 angled steel pillars have the names of war veterans, and a healing sanctuary that is used for reflection and solitude that features a fountain made of sandstone.

History + Culture

Photo [2.04.F]

Navajo community and Navajo nation museum The Navajo Nation Museum is the key building in this area, displaying exhibitions relating to both the Navajo history and the Long Walk. Other buildings include the Navajo Times and the Navajo Nation Zoological and Botanical Park.

Photo [2.04.G]

Former Mining site Formally owned by P&M Mining Company. This site never actually saw any mining during its ownership.

Site Research

Tse Bonito Tse Bonito is a census-designated place that is part of the greater Window Rock population, and as of 2000 had a population of 261 people.

UNDERSTANDING

Photo [2.04.H]

Not to Scale

Program

Navajo Division of Transportation The Navajo Division of Transportation is the closest large establishment to the site. Its main responsibility is road maintenance.

Site Context 1

Client

The East part of the site is surrounded by a number of different power lines which at times, for example at the entrance as the image shows, negatively effects the view of the landscape. It does mean that power is readily accessible on site.

History + Culture

Powerlines

Radio Mass The aerial mass area takes up just short of 500,000 sqft on the flat plains. It is for KHAC (880 AM) radio station broadcasting a Christian radio. The station is currently owned by Western Indian Ministries

UNDERSTANDING

The main approach would be from the West, which is also open to the vast majority of the site. From the East, the site is partially hidden.

2 1 4

Approach from the West

Approach from the east

Site Research

Approach to the Site

Not to Scale

Power Lines Image viewpoints

Site plan Site plan showing boundary, powerlines, image viewpoints.

site and

Program

Legend

HYDROLOGY

Site Boundary

Flood Risk

Client

Mining site First part of site Radio Mast

Shallow plains at risk of flooding during heavy rain fall

Illustration showing the approximate site boundary. Highway 264 divides both parts of the site.

Potential risk of road flooding with heavy rains.

History + Culture

Second tract of site

The lower levels of the site are extremely flat surrounding by hills creating a high risk of flooding. The geology of these areas also contribute to the higher risk.

Site Access

Highway 264 to YahTa-Hey

The main access to the site is Star Route 5 off Highway 264. Slope studies will assess possible routes from Star Route 5 to potential building locations.

Site Research

Star Route 5

FLood Plain (2.04.04) The blue area highlighted on this map represents the 1% annual chance of flood, also known as the base flood. This area has a 1% chance of being equaled or exceeded in any given year.

Program

Highway 264 to Tso Bonito

Unused railway track

UNDERSTANDING

P and M Road

The slope analysis diagram shows the average slope of 32â&#x20AC;&#x2122;x32â&#x20AC;&#x2122; subdivisions. The red, orange and yellow are less steep, while the blues are more steep. Though buildings have more flexibility in their slope differential, access routes (easements, driveways, parking, and paths) need flatter slopes to prevent the need for extensive cut and fill techniques which be both expensive and have a more substantial impact on the landscape.

History + Culture

The hydrology shown below comes from two sources: the dashed line expresses hydrology and wash information taken from USGS Window Rock AZ-NM map with hydrography from the National Hydrography Dataset 2013; the lighter blue swathes are a rain study analysis preformed by software simulation. The valley floor has a sandy bed of soil prone to great movements of water (02.03.04).

slope analysis Client

HYDROLOGY [cont.]

0-3%

4-8%

9-12%

13-16%

16+%

NTS

Site Research Program

UNDERSTANDING

PPEARING SP RI N G WAS H DISA

SLOPE ANALYSIS (CONT.)

15.7 %

17 .6%

Client

History + Culture

12%

8 .9

% 11 %

6.8%

UNDERSTANDING

3 5

6 Not to Scale

Site Research

According to Appendix C, San Juan County, New Mexico Standard Specifications for Road Construction

(02.03.05). Road grades shall generally not exceed the guidelines outlined below, with appropriate allowance made for vertical curve. No road grade shall be less than 0.5 percent.

These diagrams are used to test whether the gradients of the hills on the site are low enough to support roads. The eastern hills has a some terrain that would suitable for a road.

Program

PERMISSIBLE ROAD GRADES: Arterial road 5% grade Collector roads 8% grade Other roads 10% grade

Not to Scale

Figure 2.03.L A geologic quadrangle map of Window Rock. From the Department Of The Interior U.S. Geoloigical Survey. Geology mapped in 1975, 197778.

Client History + Culture

Slopewash Derived from wasting of adjacent bedrock or shallow stream courses. Composition of beds ranges from nearly all clay to angular fragments of bedrock.

Building Foundations Special care should be taken with the foundations of the building on all three types of rock formations on our site to guard against any sliding of the foundation bed or between parts of the foundation bed. Strip foundations and pad foundations should be avoided with these soil conditions.

Site Research

Kcb

Crevasse Canyon Formation Composition consists of siltstone, sandstone, claystone and coal, with sandstone making up more 10-25 percent. Forms slopes broken by local cliffs of sandstone

Program

kmfc

Menefee Formation Consists of siltstone, sandstone, claystone and coal, with siltstone making up most of the composition. In some places coal fires have baked overlying claystone to a orange-red brick-like material, shown on the map as dotted areas.

UNDERSTANDING

Geology

Site plan

Client

Because of the nature of the location the peaks located in the center of the site continue to show promise for potential building sites. The areas to the left and the right of Star Route 5 are currently overgrow with shrubs, with the radio mast taking up a large proportion of this low land area.

History + Culture

Ro ad

To the right of the route into site currently sits a small derelict building with sporadic tangled fencing. The best possible access to the peaks is located further down this route where the slope is shallower.

nd M

Legend

Site Boundary Potential building Sites Base Flood Area

hw ay 2

Main Tree Locations Prior railway tracks Fencing

Site Research

H ig

UNDERSTANDING

Sta r

Ro ute

Buildings of Interest

Power Lines

Not to Scale

Program

Potentially route to peaks

2. View from the western hill in Tract 1 looking east

Views

Client

from the peak of the hills

3. View from the hill in Tract 2 looking North

Tract 2

Tract 1

4. View looking west showing the mast and access road through the site

UNDERSTANDING

1. View looking west from the outcrop protruding nearest Highway 264

Program

Site Research

History + Culture

Radio Mast Area

2. View overlooking hill on the western side of Tract 1

Views from the roads

Client

Secondary Road into the site

Main road Highway 264 3. View looking North from the access road

2 3

A building frontage in this area is dominant from the roadside

1 Tract 2

History + Culture

Radio Mast Area

4 Tract 1

Site Research

1. View looking north from the entrance to the site

Program

UNDERSTANDING

4. View from the road showing the hills on the eastern side of Tract 1

2. View looking south from the western hill in Tract 1

Client

Views from the Lowland Areas

2 Radio Mast Area

3. View looking north at the eastern hill when approaching the site from the access road

1. View looking west showing the lowland shrubbery and radio mast

UNDERSTANDING

Tract 1

4. View looking south from Tract 1

Site Research

Tract 2

History + Culture

Program

Site Sections 6940

Pote ntial Building Location

Client

Key

7000

6840

Tract 1

History + Culture

Tract Road 2

7200

6880

6840 Tract 1

Radio Mast Area

Tract 1

Tract 1 Section C-C UNDERSTANDING

SECTION B-B

Road

6980

Tract 1

7200

6880

Tract 1

Road

Tract 2

SECTION C-C Not to Scale 90

Site Research

Tract 2

Section B-B

Section A-A 91

Program

SECTION A-A

Key

Pote ntial Building Location

Client

Site Sections (Cont.)

6980 6840 SECTION D-D

7400

Tract 2

History + Culture

Tract 1

6940

Road

Tract 1

SECTION E-E

7400

Site Research

UNDERSTANDING

Section D-D

7200 Section F-F

SECTION F-F

Radio Mast Area

Tract 1

Section E-E Not to Scale

Program

Tract 1

View of Tract 2

Access Road

Site location Map

Client

Because the site has an abundance of peaks off which to overview the rest of the site and the surrounding landsscape it is important that vistas are not overlooked. This vista highlights a number of important aspects from this location.

History + Culture

Image viewpoint

Not to Scale

Entrance to the site

View of highway 264 heading towards Tse Bonito and Window Rock

Potentially discussed site for the Navajo Code Talkers Museum.

Site Research

Phase two of the site

UNDERSTANDING

Potentially discussed site for a memorial similar to Iwo Jima.

Program

Site VistaS

100

Average High Temperatures

The highest average temperature falls in the summer months, between June to August, with July hosting the highest temperature at an average of 90 oF.

Comfort ZONE (summer) Comfort ZONE (WINTER)

70 60

In the winter months the temperature decreases to between 40-60 oF.

50 40

Average Low Temperatures

In summer months, the average low temperature is around 55 oF. This decreases in the winter months, sinking to between 10-20 oF.

10 0 -10

Summer Solstice

Spring Solstice

The Spring and Fall Solstices, which are pretty much equivalent, allow for approximately 12 hours of sunlight with the sun rising and setting at 7.30am and 7.30pm respectively.

June 21 6:01 AM

8:33 PM

7:26 PM

7:20 AM

E March 20

12:00 PM

6:04 PM

12:00 PM

Winter Solstice

8:23 AM

December 21

During he Winter Solstice, is the shortest day in the year providing only 9 hours and 41 minutes of daylight, with the sun rising at 8.23am and setting at 6.04pm.

apr

jun

jul

aug

sep

oct

nov

dec

ann

Average Precipitation The maximum amount of precipitation falls in the months of July and August, with an average of two inches in August. This decreases to an average of below one inch of rainfall for the majority of the year from October through to June.

9 8 7 6 5 4 3 2 1 jan

feb

mar

apr

Precipitation Not to Scale

may

0 12:00 PM

mar

may

jun

jul

aug

sep

oct

nov

Site Research

SUN PATHS During the Summer Solstice, the longest day in the year, the sun rises at 6.01am and sets at 8.33pm, allowing 14 hours and 32 minutes of daylight.

feb

Temperature Highs + Lows

Winter Solstice

jan

dec

RAIN SNOW

Program

Spring / Fall Solstice

UNDERSTANDING

Summer Solstice

History + Culture

Client

Climate

Prevailing Winds

WinD Speed Using Autodesk Flow, we analysed the wind pressure on the site.

Window Rock

Los Angeles

Albuquerque San Diego

Client

The diagram on the left, clearly shows that the pressure is fairly uniform across the site. Areas of high pressure appear to the North East of the site in the areas of higher terrain.

Las Vegas

Phoenix Tucson

key

El Paso

History + Culture

Not to Scale

5.5 mph

Figure [2.04.J] N

WinD ROse This Wind Rose diagram shows the wind speed direction in the local area. The data was collected in 2002.

There is an average wind speed of 5.07m/s, with the strongest winds flowing in the North-South axis.

6% 4%

100% 90%

80% 70%

Not to Scale

UNDERSTANDING

10%

0 mph

60% 50%

Site Research

Wind Direction The prevailing winds come from the south.

40%

> 11.05 8.49 - 11.05

Figure[2.04.K]

30% 15 20%

10% 0%

jan

feb

mar

apr

may

jun

jul

aug

sep

oct

nov

dec

ann

sky cover

jan

feb

mar

apr

may

jun

jul

aug

sep

oct

nov

dec

ann

wind velocity range

5.40 - 8.49

Sky (Cloud) cover

Wind Velocity Range (mph)

3.34 - 5.40

The Cloud cover stays within a range of 20-50% throughout the year, peaking at around 50% during July and August. The annual average is 38% sky cover.

The wind velocity is fairly constant throughout the year, ranging from 4-9mph. The annual average wind velocity is 7mph.

1.80 - 3.34

Program

Wind speed (m/s)

Client History + Culture

Flora + Fauna The flora and fauna of this site is varied. Here are only a few notable, and at times, colorful examples of native flora and fauna. All photos of the flora were taken on site. The fauna was more difficult to capture in a photo. Also local fauna has been interpolated by local fauna data as many of the animals such as coyotes are free to travel across the very open surrounding landscape.

Flora Comments: This salt-tolerant shrub is the most widely spread species of saltbrush in the US. Its deep roots help control erosion. Its foliage tastes salty. (02.03.06)

Site Research

Height: to 8’, but more commonly 4’. Flowers: Pale yellow, tiny, inconspicuous. Blooms: July-August Habitat: Sandy, sometimes saline soil, from creosote bush to piñon pine to ponderosa belts (02.03.M)

UNDERSTANDING

four-wing saltbrush

gray felt thorn

100

Comments: Has a woody base and many branches. Native Americans use plants medicinally. Safe for cattle, can be fatal for sheep in large quantities. (02.03.07)

101

Program

Height: Rounded shrub to 2’ tall, 5’ wide. Flowers: Yellow, petalless, 4 disk flowers per head; terminal clusters on branches. Blooms: June-October Habitat: Rocky, sandy soils; roadsides. (02.03.N)

Flora (CONT.)

rabbit brush

mexican hat Comments: Perennial shrub, with slender, flexible branches. Provides shelter for small birds and small mammals. Flowers attract insects, and yield yellow dye used by Navajo Indians. Inner bark is used as a source of green dye. (02.03.09)

102

Comments: Perennial herb. Two species of Mexican Hat in Arizona. (02.03.13)

piñon pine Comments: Around two dozen species of this thistle in Arizona. (02.03.10)

woolly tidestromia Height: Prostrate; but occasionally up to 1.5’ high and a mound of 5’ wide. Flowers: Yellow-green Blooms: June-October Habitat: fields, dry plains, and roadsides (02.03.R)

Height: to 3’ Flowers: Dropping rays, yellow or red, cone-shaped column to 1.5” long; terminal flower at head Blooms: June-October Habitat: Roadsides, fields, and open clearings in pine forests. (02.03.T)

Height: to 35’ Trunk: to 30” in diameter Bark: Gray, reddish-brown Cones: Light brown to yellowish brown; egg-shaped Habitat: Mesas, plateaus, and lower mountain slopes. (02.03.U)

Comments: Brown seeds (pine nuts) edible. Most droughtresistant of all pines in Arizona. Wood used for fence posts and fuel. (02.03.14)

Site Research

wavyleaf thistle Height: to 16” Flowers: Pink flower head of tiny, tubular, disk flowers. Blooms: June-October Habitat: Roadsides and fields. (02.03.Q)

Comments: This yucca forms clumps. Native Americans use leaves for basket weaving. Flowers and buds were used as food. Roots used as soap. (02.03.12)

utah juniper Comments: Annual; very hairy pinkish stems. Host plant of beet leafhopper. Collects blowing sand. Three species of tidestromia in Arizona. (02.03.11)

Height: to 20’ Trunk: to 1.5’ in diameter Bark: Gray, shreddy in strips. Cones: Reddish-brown with grayish, waxy coating. Habitat: Dry hills, and mountains in piñon-juniper woodlands. (02.03.V)

Comments: Native Americans use berries for beads and medicine, and wood for firewood, posts, and hogans. Cones eaten by wildlife. (02.03.15)

103

Program

Height: to 5’. Flowers: Yellow, feathery, slender, and rayless. Blooms: July-October Habitat: Dry plains, dry mountainsides, grassland, open woodlands, and roadsides. (02.03.P)

Height: Trunks to over 20’ with over 5’ flower stalks. Flowers: Creamy white, bellshaped. Blooms: May-July Habitat: Mesas, desert washes, sandy plains, and grasslands. (02.03.S)

Client

Comments: A valuable browse plant. Used medicinally by Native Americans and pioneers. (02.03.08)

UNDERSTANDING

Height: to 5’. Flowers: White to yellow, tiny, in terminal spikes 8” long. Blooms: August-November Habitat: Loose, sandy soil (02.03.O)

soaptree yucca

History + Culture

sand sage

Rabbit

Type: Reptile Diet: Carnivore Average Life Span: 24 years Weight: 1 lb. (02.03.W); (02.03.16)

Type: Mammal Diet: Herbivore Average Life Span: 1-5 years Weight: 3 to 9 lbs. (02.03.AA)

Chipmunk

prairie dog Traditional Navajo Info: “Chipmunk is called “Hazéíts’ósíí” in the Navajo Language. It was an important animal in olden times since it was hunted for food. And it is said that Chipmunk gave help, direction and advice in Navajo stories.” (02.03.17)

Red-Tailed Hawk Traditional Navajo Info: “Porcupines are named “Dahsání” in the Navajo language. And porcupine is thought to have mystical healing powers, and used during winter ceremonies by Navajo Medicine Men.” (02.03.18)

coyote Type: Mammal Diet: Omnivore Average Life Span: 14 years Weight: 20 to 50 lbs. (02.03.Z)

104

Type: Bird Diet: Carnivore Average Life Span: 21 years Weight: 24 to 52 oz. (02.03.AC)

Traditional Navajo Info: “Redtailed Hawk is called “Atseełtsoi” in the Navajo language. Feathers of the Red-tailed Hawk are used in ceremonies by Navajo medicine man, and the bird is respected and greatly honored by the Navajo People.” (02.03.22)

mule deer Traditional Navajo Info: “Coyotes are called “Máii” in the Navajo language and are said to posses mystical powers. They are considered as messengers and respected by the Navajo People.” (02.03.19)

Type: Mammal Diet: Herbivore Average Life Span: 9-11 years Weight: 130-280 lbs. (02.03.AD)

Traditional Navajo Info: Mule “Deer are called “Bįįh tsoh” in the Navajo language, and they are greatly honored by the Navajo People. It is said that one should pray before eating deer meat.” (02.03.23)

105

Program

Type: Mammal Diet: Herbivore Average Life Span: 5-7 years Weight: 12 to 35 lbs. (02.03.Y)

Traditional Navajo Info: “Prairie Dogs are called ‘Dloo’ in the Navajo language. Prairie Dog are known for their family structure; they live, work, eat and protect one another. It is said that one can look at them to see community and friendship.” (02.03.21)

Site Research

porcupine

Type: Mammal Diet: Herbivore Average Life Span: 3-4 years Weight: 2 to 4 lbs. (02.03.AB)

UNDERSTANDING

Type: Mammal Diet: Omnivore Average Life Span: 2-3 years Weight: 1 to 5 oz. (02.03.X)

Traditional Navajo Info: “Little information on the cultural importance of Ringtails has been located to date.” (02.03.20)

History + Culture

PRAIRIE RATTLESNAKE

Client

FAUNA

Client

PROGRAM understanding Key Goals : Preserving the Legacy

History + Culture

Over the course of our conversations with the Navajo Code Talkers Association, we began to identify the key goals of the Navajo Code Talkers Museum and Veteransâ&#x20AC;&#x2122; Center and how those goals could be met in the program of the building. Together, we envision a place for the young to learn, a place for veterans of all ages and nationalities to gather. Above all, a place to preserve the legacy of the Navajo Code Talkers and tell their stories. Keeping these goals in mind, we researched the types of facilities that would best meet the needs of the client, staff, and users of the project. The Museum is the anchor of the project, emphasizing the legacy of the Navajo Code Talkers. The Veteransâ&#x20AC;&#x2122; Center is a flexible space to better serve all veterans and a range of functions in the community.

Families

Youth

Community

Visitors

PHOTO OF NAVAJO CODE TALKER VETERANS AT IWO JIMA STATUE (2.04.A) 106

107

Program

All Veterans

UNDERSTANDING

Navajo Code Talkers

Site Research

Key User Groups

PROGRAM UNDERSTANDING : OVERVIEW Client

Method of Approach : Three Sizes While there are many possibilities of how the final design may work, our research led us to recommend the following configurations for a small, medium, and large Museum as well as a small, medium, and large Veterans’ Center. These studies are meant to show the diversity of potential building sizes and the possibilities that arise with each. The combination of any two configurations (one Museum and one Veterans’ Center) can result in a range of building sizes from 46,810sf at the smallest to 83,800sf at the largest.

L S

M M

= ?

Additional Studies : Precedents, Cost, and Research The decision on which configuration best meets the needs of the Navajo Code Talkers Association will be based on priorities as well as budget. To aid in this discussion, we included a comparative study on the sizes of each configuration in relation to the site, and a preliminary study on the cost of the project in comparison to other built work. These studies are meant to show comparative building sizes, construction types, and budgets.

108

Site Research

National Museum of the Marine Corps We studied several precedents, including the National Museum of the Marine Corps (pictured right) designed by Fentress Architects for size comparisons, flow of spaces, and cost analysis. (2.04.B)

109

Program

UNDERSTANDING

POSSIBLE COMBINATIONS

History + Culture

Combining Different Sizes : Museum + Veterans’ Center + Outdoor

VISIT TO The TUCSON VETERANS’ SERVICES OFFICE Client

VISIT TO THE Navajo nation Musuem

ADVS LOGO (2.04.D)

PLAN OF TUCSON VETERANS’ SERVICES OFFICE (1000sf)

History + Culture

PHOTO OF GARY OCHOA (2.04.E)

Conversation with the Regional Manager Gary Ochoa

“We get about 400-500 people a day. On special events there can be up to 1,500 people. The parking lot is over-flowing. Our auditorium seats 160 people.” Who rents out your space? “Sometimes our space is used for tribal office meetings. Sometimes outside companies rent our facilities for company retreats. May through August is a popular time for corporate meetings.”

“One of our main design concerns is privacy. Although we don’t provide psychological services or medical services, some people get emotional and share their stories. However, we don’t want it to be too closed off so that veterans still feel comfortable being alone with a counselor. Sound machines are currently being used to help with sound, but would be nice if was considered into the design. The Tucson North Swan Location has 5 counselors in 1000sf. We would like a larger lobby, as the small space can create problems with Veterans that are uncomfortable in small spaces. Handicap accessibility is also important, as many of the people that come in are in wheelchairs.

What is the mission for the Navajo Nation Museum?

We would also like a more comfortable reception space with technical storage out of view. Making sure the space is comfortable and feels safe is the most important thing.”

“We consider ourself the ‘focal point for the community.’ The museum is the anchor for that.”

What kind of space would be ideal?

How many staff members are needed to run the Navajo Nation Museum, Library, and Visitor’s Center?

“We would like to move toward a ‘One-Stop’ facility like the Pima County One Stop. Counselors are also able to go to American Legion Posts or Seniors Clubs. Generally, clubs have alcohol and smoking which can create problems, and they are less private.”

“We have 8 staff members - a facility representative, accountant, maintenance, and carpenter/gallery tech. We also have an additional 4 students currently who work part time.” What else can you tell us about the architecture? “The east is very important to the Navajo. That is why the entrance is on the east. The design was based off of a traditional female hogan. An example sits outside of the museum.” 110

Site Research

About how many people visit the Navajo Nation Museum on an average day vs. a special event?

What are your main design concerns?

What are the possibilities of opening up an office on the project site in NM near Window Rock, AZ? “Counselors cannot work across state borders, so incoming counselors would have to be from New Mexico. All funding comes from the state legislator, and most offices are leased, not owned. Since the site is on the border it is possible to seek advocates from both Arizona and New Mexico for a joint effort.” 111

Program

Conversation with the Museum Curator on September 5, 2015

UNDERSTANDING

PHOTO OF NAVAJO NATION MUSEUM (2.04.C)

Initial visit: The main open area in the middle is a workroom with a singe table and four chairs, a copy machine, and some shelves and filing cabinets. The current lobby fits up to nine people. They have about 20-30 visitors a day and sometimes a line out the door. hey are considered an average size center, but pretty bare bones (although there is a center in Sierra Vista that operates out of a trailer). Each office needs to fit the counselor, their desk/storage, plus one or two clients.

VETERANS’ CENTER : small (13,670sf) “The Community Center”

FUNCTION

community

admin.

1. 2.

3. 4. 5. 6.

qty.

Lobby Multipurpose Room/Banquet Hall (350ppl)

1 1

Offices Office Supplies Storage Conference Rooms (8-12ppl/Adjoining) Storage Room

2 1 2 1

area sf

400 4,300

subtotal sf

400 4,300 4,700 total sf

120 200 200 680

240 200 400 680

History + Culture

In the September 29th conference call, Mr. Peter MacDonald expressed the desire for a place to get together, sit down, and have coffee. In the September 4th meeting, Mr. Regen Hawthorne mentioned that the project should be based in the community, and additionally, that in the interest of energy and area conservation, make the smallest footprint possible without losing the greatness of what the Code Talkers mean. “The Community Center” scheme meets these goals while maintaining a small footprint of 13,670sf.

Client

At its core, the Veterans’ Center is a place to honor and serve all veterans. This is expressed in its smallest form in “The Community Center” scheme.

1,520 total sf

10 11 10 7 Cafeteria or food services

5 6

10. 11.

Restrooms Janitorial Service Closet Circulation and Structure

building Services

Mechanical and Service

300

1 1 1 1 1

300 900 600 210 1,200

2 1 20% 10%

170 50 2,030 1,520

3,510 total sf

cafeteria

The multi-purpose room can be used for banquet seating serviced by the kitchen or large meetings. It can also be partitioned off into smaller spaces. scale: 1/64”=1’-0”

340 50 2,030 1,520 3,940 total sf

Total Indoor sf: 13,670 sf

The Cafeteria can serve 95 people in the Dining Area, while special event / overflow dining can take place in the Multi-Purpose Room.

MULTI-PURPOSE ROOM

112

300

Site Research

Outdoor

12.

Parking

210

9,660

64 113

Program

Community entry

Staff Lounge, Lockers, and Office Kitchen Receiving/Storage Food Preparation Sanitation Support Spaces Dining Area

UNDERSTANDING

7. 8. A B C D 9.

Veterans’ Center : medium (19,630sf) FUNCTION

The medium-sized Veterans’ Center introduces Counseling Offices and a larger Multi-Purpose Room.

The larger Multi-Purpose room also provides more flexible space for group counseling or larger veterans services. It can also serve larger community groups. During our conversation with a museum curator at the National Navajo Museum in Window Rock, we came to understand that community groups and corporations might be interested in renting out auditorium and meeting space for additional revenue.

Veterans services

community

admin.

Community entry

5. 6. 7. 8.

Lobby Multipurpose Room/Banquet Hall (550ppl)

1 1

Offices Office Supplies Storage Conference Rooms (8-12ppl/Adjoining) Storage Room

2 1 4 1

400 7,600

400 7,600 8,000 total sf

9. 10. A B C D 11.

Staff Lounge, Lockers, and Office Kitchen Receiving/Storage Food Preparation Sanitation Support Spaces Dining Area

120 200 200 1,000

240 200 800 1,000

600

1 1 1 1 1

400 1,100 700 310 1,900

400 1,100 700 310 1,900 3,510 total sf

building Services

12. 13.

Restrooms Janitorial Service Closet Circulation and Structure Mechanical and Service

2 1 20% 10%

170 50 4,360 2,180

340 50 4,360 2,180 6,930 total sf

Total Indoor sf: 20,680 sf

14 b

large MULTI-PURPOSE ROOM The larger Multi-Purpose Room means that larger gatherings and banquets can be held (up to 550 people). It could also allow veterans to use a part of the room while the other part serves the community. scale: 1/64”=1’-0”

114

3 16

3. 4.

Site Research

200 100

Outdoor

14. .

Parking

210

13,741

64 115

Program

12 13 12

200 100

UNDERSTANDING

1 2

2,240 total sf

Cafeteria or food services

Reception Counseling Offices

subtotal sf

400 total sf

“The Counseling Center” scheme expands on “The Community Center” scheme, while giving more flexibility and the ability to provide more services for veterans and the community.

CounSeling entry

1. 2.

area sf

History + Culture

These Counseling Offices can be appropriated toward adjustment counseling services or to facilitate outreach with the VA. In the September 29th conference call, Mr. Peter MacDonald mentioned that the Veterans’ Center could be a place for veterans to contact the Veterans Affairs offices in Albuquerque and Phoenix. In our research, we came to understand that veterans’ centers across the country provide a wide range of services. While Window Rock does have a Department of Veterans Affairs Office, it focuses on financial assistance and access to benefits.

qty.

Client

“The Counseling Center”

Veterans’ Center : large (26,000sf) Veterans services

The large-sized Veterans’ Center introduces space for an Outpatient Clinic. In the September 4th meeting, Mr. Regan Hawthorne mentioned that getting the VA to incorporate an outpatient clinic would be fantastic. The Multi-Purpose Room must return to the smaller size in order to accommodate the size of the Outpatient Clinic. This shifts the focus of the Veterans’ Center toward medical services.

subtotal sf

1 2

1,289 100

1,289 200

1 1 1 1 1

3,169 604 1,460 600 2,558

3,169 604 1,460 600 2,558 9,880 total sf

community

admin.

Reception Counseling Offices Outpatient Clinic Patient Core Space Patient Support Space Disposition Support Space Staff Space

area sf

4. 5.

6. 7. 8. 9.

Lobby Multipurpose Room/Banquet Hall (350ppl)

1 1

Offices Office Supplies Storage Conference Rooms (8-12ppl/Adjoining) Storage Room

2 1 2 1

400 4,300

400 4,300 4,700 total sf

120 200 200 680

History + Culture

“The Outpatient Clinic”

1. 2. 3. A B C D E

qty.

Client

FUNCTION

240 200 400 680 1,520 total sf

Cafeteria or food services

e 13 14 13 7

8 8

community entry

Staff Lounge, Lockers, and Office Kitchen Receiving/Storage Food Preparation Sanitation Support Spaces Dining Area

300

1 1 1 1 1

300 900 600 210 1,200

300 900 600 210 1,200 3,510 total sf

6 building Services

10. 11. A B C D 12. 13. 14.

Restrooms Janitorial Service Closet Circulation and Structure Mechanical and Storage

2 2 20% 10%

170 50 4,000 2,000

340 50 4,000 2,000 6,390 total sf

Total Indoor sf: 26,000 sf

Parking

210

18,270

Going back to the 350-person Multi-Purpose Room leaves more room for the Out-Patient Clinic.

scale: 1/64”=1’-0”

64 117

Program

15.

UNDERSTANDING

Outdoor smaller MULTI-PURPOSE ROOM

116

Site Research

2 2

clinic entry

museum : small (33,140sf) “The Big Picture” Client

The core purpose of the Navajo Code Talkers Museum is to preserve the legacy of the Navajo Code Talkers. In “The Big Picture” scheme, the focus is on the three large galleries. In the September 4th meeting, Mr. Scott House emphasized the importance of the Navajo language. Mr. Roy Hawthorne expressed that the mood of the project would be a “dignified sense of appreciation” both for individual Navajo Code Talkers stories and the collective story of all Navajo Code Talkers.

5 2 8 7

4 14 15

7 10 12

Public spaces

4,500 7,500 3,000

1. 2. 3. 4. 5. 6.

Lobby Information Desk Donor Appreciation Display Museum Store Coat Room / Public Locker Room Library Archives/ Community Learning

1 1 1 1 1 1

700 120 20 500 150 1,050

700 120 20 500 150 1,050 2,540 total sf

14 16 admin.

4,500 7,500 3,000

subtotal sf

History + Culture

1 3

The galleries are organized chronologically showing three phases: before, during, and after WWII. Visitors can flow through the galleries to understand the stories of the Navajo Code Talkers from their origins to their legacy.

1 1 1

area sf

15,000 total sf

CHRONOLOGICAL STORYTELLING : THREE STAGES

6 Public Entry

Galleries

A Origins B Conflicts C Legacy

qty.

7. 8. 9. 10. 11. 12. 13.

Offices Large Conference / Staff Room Small Supplies Storage Room Workspace with minimal equipment Storage Room Loading Collections Storage

2 1 1 1 1 1 1

240 450 200 300 100 550 6,000

480 450 200 300 100 550 6,000

Site Research

The small-sized Museum includes three large galleries, which can be sub-divided into smaller exhibits. Roughly half of the building area is given to galleries, while the other half includes administrative support space, storage, and a small facility for community learning.

FUNCTION

8,080 total sf

Building Services

14. 15. 16.

Restrooms Janitorial Service Closet Maintenance Storage Room Circulation and Structure Mechanical and Service

2 2 1 20% 10%

160 50 200 5,100 2,550

320 100 200 5,100 2,550 8,270 total sf

scale: 1/64”=1’-0” 118

17.

Parking

111

210

23,310

64 119

Program

Outdoor

UNDERSTANDING

Total Indoor sf: 33,140 sf

“The Educational Center” The medium-sized Museum adds two community learning rooms for increased educational opportunities and expands the galleries to five large gallery spaces. In the September 4th meeting, Mr. Roy Hawthorne spoke about the intent to use the Museum as a teaching mechanism for the youth and for outreach to schools. Mr. Scott House expressed that young people should understand that the Navajo Code Talkers were at the forefront of their times’ technology. “The Educational Center” scheme also includes a small cafe, to better serve the needs of visitors or facilitate events that may take place in the Museum. cafe The small Cafe can serve 65 people. It helps to position the Museum in the community, and can serve food during Museum events.

The expanded five galleries have more space for individual stories and a “Hall of Remembrance”

Public Entry

Public spaces

6 COMMUNITY LEARNING ROOMS

1 1 1 1 1

3,500 3,000 4,000 5,000 4,500

3,500 3,000 4,000 5,000 4,500 20,000 total sf

1. 2. 3. 4. 5. 6. 7. 8.

Lobby Information Desk Donor Appreciation Display Museum Store Coat Room / Public Locker Room Library and Archives Community Learning Room Small Cafe’

1 1 1 1 1 1 2 1

1,000 120 20 500 150 300 750 800

9. 10. 11. 12. 13. 14. 15.

Offices Large Conference / Staff Room Small Supplies Storage Room Workspace with minimal equipment Storage Room Loading Collections Storage

3 1 1 1 1 1 1

360 450 200 300 100 550 9,000

1,000 120 20 500 150 300 1,500 800 1,080 450 200 300 100 550 9,000 11,680 total sf

17 17

18 16

subtotal sf

4,390 total sf

admin. a

Navajo Culture and Family Origins Years Leading up to the War Becoming the Code Talkers Code in Combat The Legacy

area sf

16 11

Building Services

16. 17. 18.

Restrooms Janitorial Service Closet Maintenance Storage Room Circulation and Structure Mechanical and Storage

2 2 1 20% 10%

170 50 200 7,650 3,830

Site Research

CHRONOLOGICAL STORYTELLING : FIVE STAGES

Galleries

A B C D E

qty.

Client

FUNCTION

History + Culture

museum : medium (48,190sf)

340 100 200 7,650 3,830 12,120 total sf

Total Indoor sf: 48,190 sf

13 12 Outdoor

19.

Parking

161

210

33,810

120

64 121

Program

scale: 1/64”=1’-0”

UNDERSTANDING

museum : large (57,800sf) “The Whole Story” Galleries

This allows for larger school groups to visit the Navajo Code Talkers Museum, guest lectures, or community meetings. Like the Multi-Purpose Room, the auditorium can be rented out to community groups and corporations who are interested in renting out auditorium and meeting space for additional revenue. 2 5 Public Entry 6

9 h

i 10

Public spaces

The added auditorium can be used for screening films about the Navajo Code Talkers, teaching school groups, guest lecturers, ceremonies, or community meetings.

3,500 2,000 2,000 2,000 2,500 2,500 2,000 4,000 2,000 3,000

3,500 2,000 2,000 2,000 2,425 2,425 2,000 3,500 2,000 2,000

1. 2. 3. 4. 5. 6. 7. 8. 9.

Lobby Information Desk Donor Appreciation Display Museum Store Coat Room / Public Locker Room Library and Archives Community Learning Room Auditorium (seats 75ppl) Small Cafe’

1 1 1 1 1 1 2 1 1

1,300 120 20 500 150 300 750 1,350 800

1,300 120 20 500 150 300 1,500 1,350 800 6,040 total sf

10 13

75 SEAT AUDITORIUM

1 1 1 1 1 1 1 1 1 1

23,850 total sf

18 18

19 17

subtotal sf

CHRONOLOGICAL STORYTELLING : Ten large galleries

Including more individual stories and a “Hall of Names”

admin.

10. 11. 12. 13. 14. 15. 16.

Offices Large Conference / Staff Room Small Supplies Storage Room Workspace with minimal equipment Storage Room Loading Collections Storage

3 1 1 1 1 1 1

360 450 200 300 100 550 12,000

1,080 450 200 300 100 550 12,000

Site Research

Navajo History, Language, and Culture History of Family and Origins Early Years and Childhood Before the War / Education Enlistment / Training The Original 29 / Navajo Code Talkers Developing the Code The Code in Combat Coming Home / After the War The Legacy / Veterans

area sf

History + Culture

The large-sized Museum includes an Auditorium seating 75 people. The galleries are also expanded to include ten large gallery spaces.

A B C D E F G H I J

qty.

Client

FUNCTION

14,680 total sf

15 Building Services

17. 18. 19.

Restrooms Janitorial Service Closet Maintenance Storage Room Circulation and Structure Mechanical and Service

2 2 1 20% 10%

180 50 200 8,500 4,250

180 100 200 8,500 4,250 13,230 total sf

scale: 1/64”=1’-0” 122

20.

Parking

193

210

40,460

64 123

Program

Outdoor

UNDERSTANDING

Total Indoor sf: 57,800 sf

Exterior (9,440sf) “Experiencing the Landscape”

5 Amphitheater / Outdoor gathering

3. 4. 5. 6.

500

4,200

1 1 1 1

100 2,640 1,000 1,000

Total outdoor sf: 9,440 sf scale: 1/64”=1’-0”

125

Program

124

UNDERSTANDING

Site Research

The outdoor amphitheater / gatehring space allows for community gatherings as well as a space to interact with the site. The site allows for 400 people.

Outdoor

Observation Deck Amphitheater/Outdoor Gathering (400ppl) Iwo Jima Monument Long Walk Honor Trail Memorial Garden Interactive Exhibit/Obstacle Course

History + Culture

Client

When we visited the site, each of us were struck with the beauty of the landscape and the open vistas. In the September 4th meeting, Mr. Scott House explained that the Navajo come from Mother Earth, and have a strong connection to the land. During the meeting, we talked about incorporating an Iwo Jima Monument and outdoor experiences. Looking back at the earlier studies done for the Navajo Code Talkers Association, the ideas of a Memorial Garden and Long Walk Honor Trail stood out as poetic ways to experience the landscape while furthering the goals of the Navajo Code Talkers Museum.

* Featuring individual exhibits that go in depth into personal stories

Enlistment and training equipment, development of the code, and exhibits on the Original 29.

Life after WWII and the continuing legacy of the Navajo Code Talkers in subsequent conflicts

* Featuring displays of radios, equipment and uniforms

Becoming the Code Talkers

The Code in Combat

Enlistment and training in response to Pearl Harbor, showing the patriotism of the Navajo Code Talkers

The development of the code and how it was used in WWII

* Featuring individual stories

* Featuring displays of equipment and uniforms

Legacy / Recognizing Veterans Coming home from the war with top secret information and the legacy of the Navajo Code Talkers in subsequent conflicts, showing the importance of teaching the Navajo language * Featuring a ‘ Hall of Remembrance’ for each Navajo Code Talker

Navajo Language, History, Culture

History of Family and Origins

Early Years and Childhood

Before the War / Education

Enlistment / Training

The Original 29 / Navajo Code Talkers

Developing the Code

Navajo Code Talkers in WWII

Coming Home / After the War

The Legacy / Veterans

The cultural origin of the Navajo Code Talkers, including settlement in the four-corners region and the Navajo language

The family backgrounds, family life, and where the Code Talkers are from, including the Long Walk and the establishment of the Navajo Nation

How the Code Talkers grew up and their childhood - including individual stories

Education before the war, including forced assimilation into boarding schools and the discouragement of the Navajo language

The effect of Pearl Harbor and the patriotism of the Navajo Code Talkers who immediately enlisted in the war.

Becoming the Original 29 Code Talkers, with stories on why they joined to war and what it meant to them

The development of the Navajo Code and how the Code Talkers learned to use the code and equipment including radios and training dioramas

The important role of the Navajo Code Talkers in WWII, including major battles and key moments

Returning home after the war, readjustment, and keeping the code a secret from the world

* Featuring individual stories

Recognition of the Navajo Code Talkers and their lasting legacy, including the importance of teaching the Navajo Language.

* Featuring individual stories

*Featuring a ‘Hall of Names’ for the Original 29 and all Navajo Code Talkers

Client

Overview of Navajo language, history, culture; Family background, along with the childhood and education of the Code Talkers

* Featuring displays of radios and training dioramas

History + Culture

“The Big Picture” The early years before the war, including growing up in the Navajo Nation and the forced assimilation into boarding schools

Legacy / Recognizing Veterans

* Featuring displays of equipment and uniforms

* Featuring individual stories

Site Research

The background and origin of the Navajo Code Talkers, including cultural information and family stories

Years Leading up to the War

Conflicts

* Featuring a ‘Hall of Remembrance’

127

Program

FIVE Stages

Navajo Culture and Family Origins

Origins

UNDERSTANDING

126

TEN Stages

“The Whole Story”

“Education Center”

The gallery exhibits will be some of the most powerful spaces in the Navajo Code Talkers Museum. While they will need further study, these preliminary schemes show how the number and size of the spaces can impact the flow of the exhibits.

THREE Stages

A CLOSER LOOK : GALLERY EXHIBITS

SIZE COMPARISON AND Site Placement

COST COMPARISON

area sf

Small Veterans’ Center and Museum

$300

46,810

Medium Veterans’ Center and Museum

$300 $300

67,820 83,800

PER SF

area sf

$500

46,810

$500 $500

67,820 83,800

PER SF

area sf

Small Veterans’ Center and Museum

$800

46,810

Medium Veterans’ Center and Museum

$800 $800

67,820 83,800

Large Veterans’ Center and Museum

BUILDING TYPE MID BUDGET

Small Veterans’ Center and Museum Medium Veterans’ Center and Museum Large Veterans’ Center and Museum

BUILDING TYPE HIGH BUDGET

Small 256

scale: 1/256”=1’-0”

128

NAVAJO CODE TALKERS MUSEUM (SMALL, MEDIUM, AND LARGE) 512

Cost $23,405,000 $33,910,000 $41,900,000

Cost $37,448,000 $54,256,000 $67,040,000

CONSTRUCTION COST RANGE : $14,043,000 - $67,040,000

VETERANS’ CENTER (SMALL, MEDIUM, AND LARGE) PARKING (SMALL, MEDIUM, AND LARGE)

129

Program

128

Large

$14,043,000 $20,346,000 $25,140,000

UNDERSTANDING

Medium

Large Veterans’ Center and Museum

Cost

History + Culture

LOW BUDGET

PER SF

Site Research

BUILDING TYPE

Client

These initial cost studies are based on three different costs per square foot found in three precedents (pictured on the next page). These costs are only a rough estimate based on initial building areas, and do not take into account any unforseen costs.

PRECEDENT STUDIES COMAPRING SIZE AND COST Expansion

Fentress Architects (2006) Quantico, Virginia

Museum

FUNCTION

area sf

Building Construction Exhibits and Galleries Expansion Semper Fidelis Memorial Park Chapel

120,000 126,000

Cost $60,000,000 $42,000,000 $100,000,000 $6,000,000 $5,000,000

Building type Client

National museum of the Marine corps

cast-in-place concrete

$213,000,000 total | $500 per SF 2.04.f

scale: 1/256”=1’-0”

128

256

MUSEUM OF THE WEST

FUNCTION

Studio MA (2015) Scottsdale, Arizona

Museum

area sf

Building Construction

35,310

2.04.h

2.04.i

scale: 1/256”=1’-0”

Level 2 64

128

256

composite board

Scottsdale owns the publicly-funded museum and expects revenue from the city’s hotel-bed tax, which funds tourism-related efforts, to pay off the construction debt. The City Council agreed to provide up to $400,000 in matching funds for the museum annually for operating expenses, also paid for by the bed tax, for the next five years. The museum’s operational revenue is expected to be $1.5 million in its first stabilized year and growing to $2.5 million by the fifth year.

Dine college Library

FUNCTION Library

DLR Group (2010) Shiprock, New Mexico

$11,500,000

Building type

$11,400,000 total | $380 per sf

How it was financed: Level 1

Cost

area sf

Dine College Library

19,500

Cost $5,500,000

Site Research

2.04.g

History + Culture

How it was financed: The museum is paid for through a public-private partnership. The Marine Corps Heritage Foundation paid for the museum of be built and opened, while the Marine Corps paid for the exhibits. The Marine Corps are paying $34,000,000 for the building to be expanded. (2.04.1)

Building type Stone and fiber optic glazing

$5,500,000 total | $282 per sf How it was financed:

2.04.k

scale: 1/256”=1’-0”

128

256

COLOR KEY

130

Galleries

Public spaces

administration

building Services

131

Program

2.04.j

UNDERSTANDING

The Dine College was awarded an $8,800,000 Title III Capital Grant from the U.S. Department of Education to be used in new construction. (2.04.2)

MUSEUM : small (33,140sf)

Positives: • Three large galleries present the story chronologically

The following diagrams show the options from the previous pages all together at the same scale. Possible “Positives” and “Drawbacks” are listed to assist in considering which schemes best fit the goals of the Navajo Code Talkers Museum and Veterans’ Center.

• Small footprint means lower cost

“The Community Center”

Drawbacks: • Only three galleries means less room for individualized exhibits

Museum : Medium (48,190sf)

Drawbacks: • Depending on anticipated traffic and use, a 550 person Multi-Purpose Room may not be necessary

VETERANS’ CENTER : large (26,000sf)

• Cafe helps connect with community • Five large galleries give room for a “Hall of Remembrance” and more individual stories

“The Counseling Center”

Positives: • Counseling Offices helps serve veterans holistically • Larger Multi-Purpose room can hold larger gatherings of 550 people

Drawbacks: • Only five galleries means only a few individualized exhibits

Museum : Large (57,800sf)

“The Outpatient Clinic”

COLOR KEY

• Ten galleries give room for the “Hall of Names” as well as the “Hall of Remembrance”, as well as individual stories in each gallery

132

Drawbacks: • Large building footprint means larger cost and larger impact on the site

Drawbacks: • Significantly increased building and operational cost to incorporate medical facilities • With a medical focus, the Veterans’ Center could have competing priorities with the Museum

VETERANS SERVICES Administration community Food services OUTDOOR parking

Building services

“The Whole Story” Positives: • Auditorium can serve many purposes as an educational, community, and revenue generating space

Positives: • Outpatient Clinic would be huge benefit for veterans as a “One-Stop” facility

History + Culture

Positives: • Two Community Learning Rooms serve the goal of teaching school groups, youth, and the community

Drawbacks: • No private space for veterans services (although Multi-Purpose Room can be partitioned into smaller spaces)

VETERANS’ CENTER : medium (19,630sf)

“The Education Center”

Site Research

Positives: • Small footprint means lower cost • With Cafeteria and flexible Multi-Purpose Room for 350 people, this scheme still achieves the main goals

Client

• Flow of the museum will show the “big picture.”

COLOR KEY

Galleries OUTDOOR

Public spaces

administration

building Services

parking

133

Program

VETERANS’ CENTER : small (13,670sf)

“The Big Picture”

UNDERSTANDING

SCHEME Comparison SUMMARY

Works Cited 01 - Client 2.01.01 Paul, Doris A. The Navajo Code Talkers. (Philadelphia: Dorrance & Company 1973), p3. 2.01.02 Ibid. 2.01.03 Ibid. 2.01.04 Gray, Butler. “Bush Presents Congressional Gold Medals to Navajo Code Talkers.” US Department of State. http://iipdigital.usembassy.gov/. Accessed October 05, 2015. 2.01.05 “Navajo Code Talkers.” Official Site of the Navajo Nation. http://www.navajo-nsn.gov/. Accessed October 06, 2015. 2.01.06 Ibid. 2.01.07 Nez, Chester and Judith Scheiss Avila. Code Talker. (New York: Berkley Publishing Group 2011), p8. 2.01.08 Nez, Chester and Judith Scheiss Avila. Code Talker. (New York: Berkley Publishing Group 2011), p44. 2.01.09 Ibid., p 45. 2.01.10 Ibid., p 46. 2.01.11 “World War II: Navajo Code Talkers.” History Net Where History Comes Alive World US History Online. http://www.historynet.com/world-war-ii-navajo-code-talkers.htm. Accessed October 7, 2015. 2.01.12 “World War II Navajo Code Talkers Seek to Preserve Legacy | Scripps Howard Foundation Wire.” Scripps Howard Foundation Wire News Politics Washington DC. November 9, 2009. http:// www.shfwire.com/world-war-ii-navajo-code-talkers-seek-preserve-legacy/. Accessed October 7, 2015.

appendix 134

2.01.13 “Hundreds Celebrated Navajo Code Talker Day.” Indian Country Today Media Network. com. http://indiancountrytodaymedianetwork.com/2015/08/17/hundreds-celebrated-navajo-codetalker-day-161414. Accessed October 7, 2015. 2.01.14 “Navajo Nation.” Navajo Nation. http://www.navajo-nsn.gov/. Accessed October 7, 2015. 2.01.15 “¡Bienvenidos! Welcome to the New Mexico Legislature.” New Mexico Legislature. http://www. nmlegis.gov/. Accessed October 7, 2015.

135

2.01.16 “Navajo Code Talkers - Interviews, Videos & More.” Navajo Code Talkers. http:// navajocodetalkers.org/. Accessed October 7, 2015.

Many Farms, Ariz.: Navajo Community College Press, 1971.

2.01.17 “Meeting Minutes with Peter MacDonald”. Accessed September 29, 2015.

2.02.05 “Welcome to the Navajo Nation” Navajo Culture. Accessed October 8, 2015. http://www. discovernavajo.com/

2.01.18 “Keith Little, Navajo Code Talker,1925- 2012.” Navajo People Culture History. http:// navajopeople.org/blog/keith-little-navajo-code-talker1925-2012/. Accessed October 7, 2015.

2.02.06 “Ancestral Art: Sculpture Inspired by Primitive Art.” Ancestral Art: Sculpture Inspired by Primitive Art. Accessed October 8, 2015. http://www.ancestral.com/

2.01.19 “WW II Navajo Code Talker Visits Area, Talks to Several Local Groups.” War Tales. August 13, 2010. http://donmooreswartales.com/2010/08/13/navajo-code-talker/. Accessed October 7, 2015.

2.02.07 “Navajo History.” Navajo History. Accessed October 8, 2015.

2.01.20 “Peter MacDonald Tribal Chairman & Code Talker.” Navajo People Culture History. http:// navajopeople.org/blog/peter-macdonald-tribal-chairman-code-talker/. Accessed October 7, 2015. 2.01.21 “Code Talker Samuel Tso – Navajo Oral History Project.” Navajo People Culture History. http://navajopeople.org/blog/code-talker-samuel-tso-navajo-oral-history-project/. Accessed October 7, 2015. 2.01.22 “John Kinsel, Sr.- Navajo Code Talker.” Navajo People Culture History. http://navajopeople. org/blog/john-kinsel-sr-navajo-code-talker/. Accessed October 7, 2015. 2.01.23 “Kee Etsicitty – Navajo Code Talker.” Navajo People Culture History. http://navajopeople.org/ blog/kee-etsicitty-navajo-code-talker/. Accessed October 7, 2015. 2.01.24 “Joe Vandever – Navajo Code Talker.” Navajo People Culture History. http://navajopeople.org/ blog/joe-vandever-navajo-code-talker/. Accessed October 7, 2015. 2.01.25 “Chester Nez, Last of Original Navajo Code Talkers, Dies - CNN.com.” CNN. http://www.cnn. com/2014/06/04/us/navajo-code-talker-obit/. Accessed October 7, 2015. 2.01.26 “Remembering the Last of the Original Navajo Code Talkers.” Azcentral. http://www. azcentral.com/story/news/local/arizona/2014/06/04/arizona-navajo-code-talker-dies-nez/9965201/. Accessed October 7, 2015.

02 - History + Culture 2.02.01 Yazzie, Ethelou. “The First World - The Black World.” In Navajo History, 8-10. 1st ed. Many Farms, Ariz.: Navajo Community College Press, 1971. 2.02.02 Yazzie, Ethelou. “The Second World - The Blue World.” In Navajo History, 11-12. 1st ed. Many Farms, Ariz.: Navajo Community College Press, 1971. 2.02.03 Yazzie, Ethelou. “The Third World - The Yellow World.” In Navajo History, 13-16. 1st ed. Many Farms, Ariz.: Navajo Community College Press, 1971.

2.02.08 “Ancient Navajo and Native Americans Migrations.” Navajo People Culture History. Accessed October 7, 2015. 2.02.09 “The Navajo Long Walk to the Bosque Redondo.” The Navajo Long Walk to the Bosque Redondo. Accessed October 7, 2015. 2.02.10 “Indigenous Voices of the Colorado Plateau.” Cline Library. Accessed October 7, 2015. 2.02.11 “Navajo People.” Navajo People. Accessed October 7, 2015. 2.02.12 “Native American Netroots.” Native American Netroots. Accessed October 8, 2015. 2.02.13 “Trading Posts.” Trading Posts. Accessed October 8, 2015. 2.02.14 Roessel, Robert A. Navajo Arts and Crafts. Rough Rock, Navajo Nation, Ariz.: Navajo Resource Center, Rough Rock Demonstration School, 1982. 2.02.15 “Ancestral Art: Sculpture Inspired by Primitive Art.” Ancestral Art: Sculpture Inspired by Primitive Art. Accessed October 8, 2015. http://www.ancestral.com/ 2.02.16 Kluckhohn, Clyde, and Dorothea Leighton. The Navaho. 45-112. Cambridge, Massachusetts: Harvard University Press, 1946. 2.02.17 Jett, Stephen C., and Virginia E. Spencer. Navajo Architecture: Forms, History, Distributions. Tucson, Arizona: University of Arizona Press, 1981. 2.02.18 Egbert-Edwards, Margie, Austin J. Lyman, and E. Daniel Edwards. “Living in Harmony with Navajo Indian Traditional Religious Beliefs: Honesty, Acceptance, and Understanding.” Journal of Religious Gerontology, 1992, 41-61 2.02.19 “Richard Begay.” S P S A R C H I T E C T S. Accessed October 8, 2015. http://www. spsplusarchitects.com/richard-begay.html 2.02.20 Information provided by Richard Begay. 2.02.21 Lee, Lloyd. “Navajo Cultural Identity: What Can the Navajo Nation Bring to the American Indian Identity Discussion Table?” Wicazo Sa Review 21, no. 2 (2006): 79-103

2.02.04 Yazzie, Ethelou. “The Fourth World - The Glittering World.” In Navajo History, 17-46. 1st ed. 136

137

03 - Site Research

04 - Program

(02.04.01) Decker, Doug. “IPRA Request.” Legal. 2008. Accessed October 7, 2015. <http://www. co.mckinley.nm.us/legal.htm>.

2.04.1 “National Marine Corps Museum Plans Massive Expansion.” Marine Corps Times. Accessed October 7, 2015. http://archive.marinecorpstimes.com/article/20130713/NEWS/307130008/ National-Marine-Corps-museum-plans-massive-expansion

(02.04.02) “Maps of Indian Territory, the Dawes Act, and Will Rogers’ Enrollment Case File.” National Archives and Records Administration. Accessed October 8, 2015. (02.04.03) Wilson, John C. “The McKinley Mine.” San Juan Basin III 28 (1977): 253-55.

2.04.2 “Work.” DLR Group. Accessed October 7, 2015. http://www.dlrgroup.com/work/dine-collegelibrary/.

(02.04.04) “Window Rock AZ-NM Survey Map”. USGS. 2015. Accessed September 2, 2015. 02.03.05 “Appendix C. Standard Specifications For Road Contruction.” Appendix C. Standard Specifications For Road Contruction. Accessed October 8, 2015. https://www.sjcounty.net/ departments/hthruz/public-works/road-policy/88-road-policy/427-apendix-c. 02.04.06 Epple, Lewis E., and John F. Wiens. Plants of Arizona: A Field Guide. 2nd ed. Guilford, Conn.: FalconGuides, 2012. 02.04.07 Ibid. 02.04.08 Ibid. 02.04.09 Ibid. 02.04.10 Ibid. 02.04.11 Ibid. 02.04.12 Ibid. 02.04.13 Ibid. 02.04.14 Ibid. 02.04.15 Ibid. 02.04.16 “Navajo Zoo Animals.” Navajo Zoo Animals. 2011. Accessed October 7, 2015. 02.04.17 Ibid. 02.04.18 Ibid. 02.04.19 Ibid. 02.04.20 Ibid. 02.04.21 Ibid. 02.04.22 Ibid. 02.04.23 Ibid. 138

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Image Credits 01 - Client 2.01.A “Boarding-school Epidemics Sicken Students and Kill Many - Native Voices.” U.S National Library of Medicine. https://www.nlm.nih.gov/nativevoices/timeline/640.html. Accessed October 7, 2015. 2.01.B “Code Talkers: The Warrior Code.” Honor and Fidelity,. http://militarywiz.tumblr.com/ post/108989439754/codetalkers-wwii. Accessed October 7, 2015. 2.01.C “Navajo ‘code Talkers’ Honored on Veterans Day.” The Christian Science Monitor. http://www. csmonitor.com/USA/2009/1112/p90s01-usgn.html. Accessed October 7, 2015. 2.01.D“Codetalkers.” Codetalkers. https://www.mcu.usmc.mil/historydivision/Navajo%20Code%2 Talkers/Forms/DispForm.aspx?ID=42. Accessed October 7, 2015. 2.01.E “Navajo Code Talkers Join the Guadalcanal Battlefield.” World War II Today RSS. http:// ww2today.com/23rd-november-1942-navajo-code-talkers-join-the-guadalcanal-battlefield. Accessed October 7, 2015. 2.01.F “Navajo Code Talkers | Photos | Defense Media Network.” Defense Media Network Navajo Code Talkers Photos Comments. http://www.defensemedianetwork.com/stories/navajo-codetalkers-photos/. Accessed October 7, 2015. 2.01.G “Codetalkers.” Codetalkers. https://www.mcu.usmc.mil/historydivision/Navajo%20Code%20 Talkers/Forms/DispForm.aspx?ID=53 Accessed October 7, 2015. 2.01.H “Codetalkers.” Codetalkers. https://www.mcu.usmc.mil/historydivision/Navajo%20Code%20 Talkers/Forms/DispForm.aspx?ID=30 2.01.I “Code Talkers / Extra Offerings.” Code Talkers / Extra Offerings. http://www.orgsites.com/fl/ navet/_pgg5.php3. Accessed October 7, 2015. 2.01.J http://www.jemezdailypost.com/content/judith-avila-and-latham-nez-speak-jemez-springs 2.01.K http://www.defensemedianetwork.com/stories/navajo-code-talkers-photos/

2009 News. http://www.nativevillage.org/Archives/2009%20Archives/DEC%202009%20News/. Accessed October 7, 2015. 2.01.O Leddy, Brian. “New Mexico Photographer Brian Leddy 712.899.7245.” New Mexico Photographer Brian Leddy 712.899.7245. http://brianleddyphoto.photoshelter.com. Accessed October 7, 2015. 2.01.P Ibid. 2.01.Q Ibid. 2.01.R “LAPAHIE.com 6.5 Keith Little, President of NCTA, 2009.” LAPAHIE.com 6.5 Keith Little, President of NCTA, 2009. http://www.lapahie.com/NCT_Keith_Little_PresidentNCTA_2009.cfm . Accessed October 7, 2015. 2.01.S “Site Navigation.” Warfare History Network. http://warfarehistorynetwork.com/daily/wwii/ talking-code-interview-with-the-real-navajo-code-talkers/. Accessed October 7, 2015. 2.01.T “History | Navajo Code Talkers.” History | Navajo Code Talkers. http://www.navajocodetalkers. codes/history/. Accessed October 7, 2015. 2.01.U “Index of /obits.” Index of /obits. http://nativeamerican.lostsoulsgenealogy.com/obits/. Accessed October 7, 2015. 2.01.V “History | Navajo Code Talkers.” History | Navajo Code Talkers. http://www.navajocodetalkers. codes/history/. Accessed October 7, 2015. 2.01.W Hogrady, Debora. http://www.deborahogrady.com/portfolio-items/navajo-code-talkers/. Accessed October 7, 2015. 2.01.X “Mass CommuniMania.” : July 2012. http://masscommunimania.blogspot.com/2012_07_01_ archive.html. Accessed October 7, 2015. 2.01.Y Fox, Margalit. “Chester Nez, 93, Dies; Navajo Words Washed From Mouth Helped Win War.” The New York Times. June 5, 2014. http://www.nytimes.com/2014/06/06/us/chester-nez-dies-at-93his-native-tongue-helped-to-win-a-war-of-words.html. Accessed October 7, 2015. 2.01.Z “UST History.” UST History. https://stthomashistory.wordpress.com/. Accessed October 7, 2015.

2.01.L http://www.coinworld.com/news/us-coins/2014/06/Chester-Nez-last-of-the-original-WWIINavajo-Code-Talkers-who-were-honored-with-Congressional-Gold-Medal-dies-at-93.html

2.01.AA Leddy, Brian. “New Mexico Photographer Brian Leddy 712.899.7245.” New Mexico Photographer Brian Leddy 712.899.7245. http://brianleddyphoto.photoshelter.com. Accessed October 7, 2015.

2.01.M “Chester Nez, Last of Original Navajo Code Talkers, Dies - CNN.com.” CNN. http://www.cnn. com/2014/06/04/us/navajo-code-talker-obit/. Accessed October 7, 2015.

2.01.AB “History | Navajo Code Talkers.” History | Navajo Code Talkers. http://www. navajocodetalkers.codes/. Accessed October 7, 2015.

2.01.N “Index of /Archives/2009 Archives/DEC 2009 News.” Index of /Archives/2009 Archives/DEC

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02 - History + Culture

2.02.R Diagram by Richard Begay, AIA

2.02.A Yazzie, Ethelou. “The First World - The Black World.” In Navajo History, 8-10. 1st ed. Many Farms, Ariz.: Navajo Community College Press, 1971.

2.02.S “Work | DLR Group.” DLR Group. Accessed October 8, 2015. http://www.dlrgroup.com/

2.02.B Yazzie, Ethelou. “The Second World - The Blue World.” In Navajo History, 11-12. 1st ed. Many Farms, Ariz.: Navajo Community College Press, 1971.

2.02.U Kluckhohn, Clyde, and W. W. Hill. Navaho Material Culture. Cambridge, Mass.: Belknap Press of Harvard University Press, 1971

2.02.C Yazzie, Ethelou. “The Third World - The Yellow World.” In Navajo History, 13-16. 1st ed. Many Farms, Ariz.: Navajo Community College Press, 1971.

2.02.V “Navajo People - The Diné.” - Information about the Navajo People, Language, History, and Culture. Accessed October 8, 2015. http://navajopeople.org/

2.01.D Yazzie, Ethelou. “The Fourth World - The Glittering World.” In Navajo History, 17-46. 1st ed. Many Farms, Ariz.: Navajo Community College Press, 1971.

2.02.W “Awesomestories.com.” W3Snoop.com. Accessed October 8, 2015. http://awesomestories.com

2.02.E “Navajo People - The Diné.” - Information about the Navajo People, Language, History, and Culture. Accessed October 8, 2015. http://navajopeople.org/

03 - Site Research

2.02.F “Crystalinks.” Crystalinks Home Page. Accessed October 8, 2015. http://www.crystalinks.com/

02.04.A “Google Earth.” Google Earth. 2015. Accessed October 2, 2015.

2.02.G “Making Peace with a Painful Past: Remembering the Navajo Long Walk.” Native News Online. October 9, 2014. Accessed October 7, 2015.

02.04.B “Google Maps.” Google Maps. 2015. Accessed October 7, 2015.

2.02.H “Navajo Livestock Reduction Act.” Navajo Livestock Reduction Act. Accessed October 7, 2015.

02.04.D photo by Ryan Baxter

2.02.I “Can You Crack the Navajo Code Talker Codes?” Indian Country Today Media Network.com. Accessed October 8, 2015.

2.03.F, AARP Real Possibilities, http://travel.aarp.org/destinations/united-states/window-rock/, Date Accessed 10/01/2015

2.02.J “Working to Heal the Wounds of Boarding School.” - The Native Press. Accessed October 8, 2015.

2.03.G, Navajo Nation of Transportation, http://www.navajodot.org/#3, Date Accessed 10/01/2015

2.02.K “Copper Blanks.” Regency Mint. Accessed October 8, 2015. 2.02.L “PT692 - Navajo Pottery.” Cameron Trading Post RSS. Accessed October 8, 2015. 2.02.M “Gastropods: The Spiraled Shells.” Sea Shells. Accessed October 8, 2015. 2.02.N Roessel, Robert A. Navajo Arts and Crafts. Rough Rock, Navajo Nation, Ariz.: Navajo Resource Center, Rough Rock Demonstration School, 1982. 2.02.O “Ancestral Art: Sculpture Inspired by Primitive Art.” Ancestral Art: Sculpture Inspired by Primitive Art. Accessed October 8, 2015. http://www.ancestral.com/

2.02.T Diagrams by Richard Begay, AIA

02.04.C Wilson, John C. “The McKinley Mine.” San Juan Basin III 28 (1977): 253-55.

2.03.H, Arizona Public News, http://www.npr.org/sections/thesalt/2015/04/01/396607690/navajosfight-their-food-desert-with-junk-food-and-soda-taxes, Date Accessed 10/01/2015 2.03.I, FEMA, https://msc.fema.gov/portal/search?AddressQuery=window%20rock, Date Accessed 10/03/2015 02.03.J “Wind Map.” Wind Map. Accessed October 8, 2015. http://hint.fm/wind/. 02.03.K “Wind Rose Plot - Albuquerque International Airport.” Accessed October 8, 2015. http:// www.wcc.nrcs.usda.gov/ftpref/downloads/climate/windrose/new_mexico/albuquerque/ albuquerque_apr.gif.

2.02.P “A History of Graphic Design: Chapter 78 -- Navajo Indians Sand Painting.” A History of Graphic Design: Chapter 78 -- Navajo Indians Sand Painting. Accessed October 8, 2015. http:// guity-novin.blogspot.com/2010/05/chapter-78-Navajo-indians-sand-painting

Photo 2.03.L, Association of American State Geologists, http://ngmdb.usgs.gov/Prodesc/ proddesc_1166.htm, Date accessed 10/03/2015

2.02.Q Jett, Stephen C., and Virginia E. Spencer. Navajo Architecture: Forms, History, Distributions. Tucson, Arizona: University of Arizona Press, 1981.

02.04.N Ibid.

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02.04.M photo by Ryan Baxter

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02.04.O Ibid. 02.04.P Ibid. 02.04.Q Ibid. 02.04.R Ibid. 02.04.S Ibid. 02.04.T Ibid. 02.04.U Ibid. 02.04.V Ibid. 02.04.W http://loe.org/content/2014-01-10/20-Prairie-Rattlesnake----I-see-you;-I-see-your-heat;-Itaste-your-scent...jpg 02.04.X http://www.arrowpestcontrolpro.com/wp-content/uploads/2011/04/Chipmunk.jpg 02.04.Y http://www.awf.org/sites/default/files/media/gallery/wildlife/Porcupine/Porcupine4. jpg?itok=AClNQ9yc 02.04.Z http://www.maine.gov/ifw/education/wildlifepark/wildlife/images/coyote.jpg 02.04.AA https://upload.wikimedia.org/wikipedia/commons/6/6d/Jackrabbit2_crop.JPG 02.04.AB https://upload.wikimedia.org/wikipedia/commons/0/0d/Prairie_Dog_Washington_DC_1. jpg 02.04.AC http://www.grit.com/~/media/Images/GRT/Editorial/Articles/Magazine%20 Articles/2012/09-01/All%20About%20the%20Red-Tailed%20Hawk/Perched%20Red%20Tail%20 Hawk.jpg

2.04.D “ADVS Logo.” Tucosn Medical Center. Accessed October 8, 2015. http://www.tmcaz.com/ veterans-services 2.04.E “Guest Speaker: Gary Ochoa” Spotlight Newsletter Tucson. Accessed October 8, 2015. http:// archive.constantcontact.com/fs177/1102752268528/archive/1116171853543.html 2.04.F “237 Years of History – At the National Museum of the Marine Corps.” Bthrifty. October 29, 2012. Accessed October 7, 2015. http://b-thrifty.com/virginia/en/237-years-of-history-at-thenational-museum-of-the-marine-corps/. 2.04.G “Drone Community Service Month: National Museum of the Marine Corps Museum.” - DIY Drones. Accessed October 7, 2015. http://diydrones.com/profiles/blogs/drone-community-servicemonth-national-museum-of-the-marine-corps. 2.04.H “Scottsdale’s Museum of the West on Track to Open before 2015 Super Bowl.” Azcentral. com. Accessed October 7, 2015. http://archive.azcentral.com/community/scottsdale/ articles/20140306scottsdale-museum-of-the-west-on-track-to-open-before-super-bowl.html. 2.04.I “Western Spirit Scottsdale’s Museum of the West - Google.” Western Spirit Scottsdale’s Museum of the West - Google. Accessed October 7, 2015. https://plus.google.com/115189857864034944424/ posts. 2.04.J “Dine-College-Library-by-DLR-Group-02.” A As Architecture. Accessed October 7, 2015. http:// aasarchitecture.com/2013/04/dine-college-library-by-dlr-group.html/dine-college-library-by-dlrgroup-02. 2.04.K “SOUTH MOUNTAIN COMMUNITY LIBRARY BY RICHÄRD BAUER.” A As Architecture. November 9, 2012. Accessed October 7, 2015. http://aasarchitecture.com/2012/11/ south-mountain-community-library-by-richardbauer.html.

02.04.AD http://greglasley.com/images/M/Mule-Deer-0016.jpg

04 - Program 2.04.A “The World War II Iwo Jima Memorial.” Wikimedia Commons. Accessed October 6, 2015. https://commons.wikimedia.org/wiki/File:The_World_War_II_Iwo_Jima_Memorial.jpg 2.04.B “Most Dangerous Weapon in the World.” Black Sheep Warior.com. Accessed October 6, 2015. https://www.blacksheepwarrior.com/the-most-dangerous-weapon-in-the-world-donald-mihalek/ 2.04.C “Window Rock, AZ Navajo Nation Museum.” Travel AARP. Accessed October 6, 2015. http:// travel.aarp.org/destinations/united-states/window-rock/

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